SHARE
An
Electronic Magazine by Omar Villarreal and Marina Kirac ©
Year 8
Number 175 26th April 2007
12,115 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
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Dear SHARERS,
It is a great pleasure for both of us to invite you
all to our Segundo Congreso Nacional de
Desarrollo Profesional para Profesores de
Inglés that will be held in the city of Buenos Aires on Thursday 2nd
and Friday 3rd of August.
The venue of our Convention will be the traditional
“Los Dos Chinos” Hotel in the historic district of San Telmo. Once again, more
than 30 top-notch lecturers from some of the best Universities and Colleges in
our country will be sharing their knowledge and expertise with hundreds of
colleagues from all over
As is customary, we will also have the opportunity
of sharing a first quality play and a very active cultural and social
programme. But what is more important, we will once again be celebrating the joy
of getting together in the friendly and cosy academic atmosphere that only
SHARE can afford you.
We look forward to seeing you at our second annual
Convention!
Love
Omar and Marina
P.S.: Please bear in mind that we are still
tinkering with the technology of the new format of our magazine. Should you
have any problems reading this issue of SHARE, do not hesitate to write to us.
______________________________________________________________________
In SHARE 175
1.- Language Learning Strategies: An Overview for L2 Teachers
2.-
A Fresh Look at
Team Teaching
3.- Advanced Vocabulary in Context: Cars and Driving in “The Da
Vinci Code”
4.- Coloquio Internacional Montevideana V on William Faulkner
5.- XVII Congreso de Investigación y Enseñanza
de
6.- Taller de Traducción Inversa
7.-
II International ELT Forum “Sharing Ideas and Knowledge”
8.- TESOL Symposium on Teaching
ESP
9.- Jornada de Tecnología para Traductores
10.- 7th
Southern Cone TESOL Convention
11.- “At
Home” Teacher Development Courses
12.- Cursos en
13.- Postgraduate
Courses at Universidad Nacional de La
Plata
14.- INELEP Course on Communicative Competence
15.- Course on Cognitive Development in
16.- News from The
17.- Workshop on Storytelling in a Second Language
18.- Curso Sobre Cine Clásico Norteamericano
19.- News from The Extensive
20.- Postgraduate Courses at Universidad Nacional
de Córdoba
------------------------------------------------------------------------
1.- LANGUAGE LEARNING STRATEGIES: AN OVERVIEW FOR L2
TEACHERS
Language Learning
Strategies: An Overview for L2 Teachers
Michael Lessard-Clouston
This article provides an overview of language learning strategies (LLS) for second and foreign language (L2/FL) teachers. To do so it outlines the background of LLS and LLS training, discusses a three step approach teachers may follow in using LLS in their classes, and summarises key reflections and questions for future research on this aspect of L2/FL education. It also lists helpful contacts and internet sites where readers may access up-to-date information on LLS teaching and research.
Introduction
Within the field of education over the last few decades a gradual but significant shift has taken place, resulting in less emphasis on teachers and teaching and greater stress on learners and learning. This change has been reflected in various ways in language education and applied linguistics, ranging from the Northeast Conference (1990) entitled "Shifting the Instructional Focus to the Learner" and annual "Learners' Conferences" held in conjuction with the TESL Canada convention since 1991, to key works on "the learner-centred curriculum" (Nunan, 1988, 1995) and "learner-centredness as language education" (Tudor, 1996).
This article provides an overview of key issues concerning one consequence of the above shift: the focus on and use of language learning strategies (LLS) in second and foreign language (L2/FL) learning and teaching. In doing so, the first section outlines some background on LLS and summarises key points from the LLS literature. The second section considers some practical issues related to using LLS in the classroom, outlining a three step approach to implementing LLS training in normal L2/FL courses. The third section then briefly discusses some important issues and questions for further LLS research. In the fourth section the article ends by noting a number of contacts readers may use to locate and receive up-to-date information on LLS teaching and research in this widely developing area in L2/FL education.
1. BACKGROUND
Learning Strategies
In a helpful survey article, Weinstein and Mayer (1986) defined learning strategies (LS) broadly as "behaviours and thoughts that a learner engages in during learning" which are "intended to influence the learner's encoding process" (p. 315). Later Mayer (1988) more specifically defined LS as "behaviours of a learner that are intended to influence how the learner processes information" (p. 11). These early definitions from the educational literature reflect the roots of LS in cognitive science, with its essential assumptions that human beings process information and that learning involves such information processing. Clearly, LS are involved in all learning, regardless of the content and context. LS are thus used in learning and teaching math, science, history, languages and other subjects, both in classroom settings and more informal learning environments. For insight into the literature on LS outside of language education, the works of Dansereau (1985) and Weinstein, Goetz and Alexander (1988) are key, and one recent LS study of note is that of Fuchs, Fuchs, Mathes and Simmons (1997). In the rest of this paper, the focus will specifically be on language LS in L2/FL learning.
Language Learning
Strategies Defined
Within L2/FL education, a number of definitions of LLS have been used by key figures in the field. Early on, Tarone (1983) defined a LS as "an attempt to develop linguistic and sociolinguistic competence in the target language -- to incoporate these into one's interlanguage competence" (p. 67). Rubin (1987) later wrote that LS "are strategies which contribute to the development of the language system which the learner constructs and affect learning directly" (p. 22). In their seminal study, O'Malley and Chamot (1990) defined LS as "the special thoughts or behaviours that individuals use to help them comprehend, learn, or retain new information" (p. 1). Finally, building on work in her book for teachers (Oxford, 1990a), Oxford (1992/1993) provides specific examples of LLS (i.e., "In learning ESL, Trang watches U.S. TV soap operas, guessing the meaning of new expressions and predicting what will come next") and this helpful definition:
...language learning strageties -- specific actions, behaviours, steps, or techniques that students (often intentionally) use to improve their progress in developing L2 skills. These strageties can facilitate the internalization, storage, retrieval, or use of the new language. Strategies are tools for the self-directed involvement necessary for developing communicative ability. (Oxford, 1992/1993, p. 18)
From these definitions, a change over time may be noted: from the early focus on the product of LSS (linguistic or sociolinguistic competence), there is now a greater emphasis on the processes and the characteristics of LLS. At the same time, we should note that LLS are distinct from learning styles, which refer more broadly to a learner's "natural, habitual, and preferred way(s) of absorbing, processing, and retaining new information and skills" (Reid, 1995, p. viii), though there appears to be an obvious relationship between one's language learning style and his or her usual or preferred language learning strategies.
What are the
Characteristics of LLS?
Although the terminology is not always uniform, with some writers using the terms "learner strategies" (Wendin & Rubin, 1987), others "learning strategies" (O'Malley & Chamot, 1990; Chamot & O'Malley, 1994), and still others "language learning strategies" (Oxford, 1990a, 1996), there are a number of basic characteristics in the generally accepted view of LLS. First, LLS are learner generated; they are steps taken by language learners. Second, LLS enhance language learning and help develop language competence, as reflected in the learner's skills in listening, speaking, reading, or writing the L2 or FL. Third, LLS may be visible (behaviours, steps, techniques, etc.) or unseen (thoughts, mental processes). Fourth, LLS involve information and memory (vocabulary knowledge, grammar rules, etc.).
Reading the LLS literature, it is clear
that a number of further aspects of LLS are less uniformly accepted. When
discussing LLS,
allow learners to become more self-directed
expand the role of language teachers
are problem-oriented
involve many aspects, not just the cognitive
can be taught
are flexible
are influenced by a variety of factors.
(Oxford, 1990a, p. 9)
Beyond this brief outline of LLS characterisitics, a helpful review of the LLS research and some of the implications of LLS training for second language acquisition may be found in Gu (1996).
Why are LLS Important
for L2/FL Learning and Teaching?
Within 'communicative' approaches to
language teaching a key goal is for the learner to develop communicative
competence in the target L2/FL, and LLS can help students in doing so. After
Canale and Swain's (1980) influencial article recognised the importance of
communication strategies as a key aspect of strategic (and thus communicative)
competence, a number of works appeared about communication strategies in L2/FL
teaching2. An important distinction exists, however, between communication and
language learning strategies. Communication strategies are used by speakers
intentionally and consciously in order to cope with difficulties in
communicating in a L2/FL (
In addition to developing students' communicative competence, LLS are important because research suggests that training students to use LLS can help them become better language learners. Early research on 'good language learners' by Naiman, Frohlich, Stern, and Todesco (1978, 1996), Rubin (1975), and Stern (1975) suggested a number of positive strategies that such students employ, ranging from using an active task approach in and monitoring one's L2/FL performance to listening to the radio in the L2/FL and speaking with native speakers. A study by O'Malley and Chamot (1990) also suggests that effective L2/FL learners are aware of the LLS they use and why they use them. Graham's (1997) work in French further indicates that L2/FL teachers can help students understand good LLS and should train them to develop and use them.
A caution must also be noted though, because, as Skehan (1989) states, "there is always the possibility that the 'good' language learning strategies...are also used by bad language learners, but other reasons cause them to be unsuccessful" (p. 76). In fact Vann and Abraham (1990) found evidence that suggests that both 'good' and 'unsuccessful' language learners can be active users of similar LLS, though it is important that they also discovered that their unsuccessful learners "apparently...lacked...what are often called metacognitive strategies...which would enable them to assess the task and bring to bear the necessary strategies for its completion" (p. 192). It appears, then, that a number and range of LLS are important if L2/FL teachers are to assist students both in learning the L2/FL and in becoming good language learners.
What Kinds of LLS are there?
There are literally hundreds of different,
yet often interrelated, LLS. As
A more detailed overview of these six main
types of LLS is found in
Asking questions
Asking for clarification or verification
Asking for correction
Co-operating with others
Co-operating with peers
Co-operating with proficient users of the new language
Empathising with others
Developing cultural understanding
Becoming aware of others' thoughts and feelings (Oxford, 1990a, p. 21)
Although these examples are still rather
vague, experienced L2/FL teachers may easily think of specific LLS for each of
these categories. In asking questions, for example, students might ask
something specific like "Do you mean...?" or "Did you say
that...?" in order to clarify or verify what they think they have heard or
understood. While at first glance this appears to be a relatively straightforward
LLS, in this writer's experience it is one that many EFL students in
What is important to note here is the way
LLS are interconnected, both direct and indirect, and the support they can
provide one to the other (see
2. USING LLS IN THE
CLASSROOM
With the above background on LLS and some of the related literature, this section provides an overview of how LLS and LLS training have been or may be used in the classroom, and briefly describes a three step approach to implementing LLS training in the L2/FL classroom.
Contexts and Classes
for LLS Training
LLS and LLS training may be integrated into a variety of classes for L2/FL students. One type of course that appears to be becoming more popular, especially in intensive English programmes, is one focusing on the language learning process itself. In this case, texts such as Ellis and Sinclair's (1989) Learning to Learn English: A Course in Learner Training or Rubin and Thompson's (1994) How to Be a More Successful Language Learner might be used in order to help L2/FL learners understand the language learning process, the nature of language and communication, what language learning resources are available to them, and what specific LLS they might use in order to improve their own vocabulary use, grammar knowledge, and L2/FL skills in reading, writing, listening, and speaking. Perhaps more common are integrated L2/FL courses where these four skills are taught in tandem, and in these courses those books might be considered as supplementary texts to help learners focus on the LLS that can help them learn L2/FL skills and the LLS they need to acquire them. In this writer's experience, still more common is the basic L2/FL listening, speaking, reading, or writing course where LLS training can enhance and complement the L2/FL teaching and learning. Whatever type of class you may be focusing on at this point, the three step approach to implementing LLS training in the classroom outlined below should prove useful.
Step 1: Study Your
Teaching Context
At first, it is crucial for teachers to study their teaching context, paying special attention to their students, their materials, and their own teaching. If you are going to train your students in using LLS, it is crucial to know something about these individuals, their interests, motivations, learning styles, etc. By observing their behaviour in class, for example, you will be able to see what LLS they already appear to be using. Do they often ask for clarification, verification, or correction, as discussed briefly above? Do they co-operate with their peers or seem to have much contact outside of class with proficient L2/FL users? Beyond observation, however, one can prepare a short questionnaire that students can fill in at the beginning of a course, describing themselves and their language learning. Sharkey (1994/1995), for instance, asks students to complete statements such as "In this class I want to/will/won't....", "My favourite/least favourite kinds of class activities are...", "I am studying English because...", etc. (Sharkey, 1994/1995, p. 19). Talking to students informally before or after class, or more formally interviewing select students about these topics can also provide a lot of information about one's students, their goals, motivations, and LLS, and their understanding of the particular course being taught.
Beyond the students, however, one's
teaching materials are also important in considering LLS and LLS training.
Textbooks, for example, should be analysed to see whether they already include
LLS or LLS training. Scarcella and
Last, but certainly not least, teachers need to study their own teaching methods and overall classroom style. One way to do so is to consider your lesson plans. Do they incorporate various ways that students can learn the language you are modelling, practising or presenting, in order to appeal to a variety of learning styles and strategies? Does your teaching allow learners to approach the task at hand in a variety of ways? Is your LLS training implicit, explicit, or both? By audiotaping or videotaping one's classroom teaching an instructor may objectively consider just what was actually taught and modelled, and how students responded and appeared to learn. Is your class learner-centred? Do you allow students to work on their own and learn from one another? As you circulate in class, are you encouraging questions, or posing ones relevant to the learners with whom you interact? Whether formally in action research or simply for informal reflection, teachers who study their students, their materials, and their own teaching will be better prepared to focus on LLS and LLS training within their specific teaching context.
Step 2: Focus on LLS in
Your Teaching
After you have studied your teaching context, begin to focus on specific LLS in your regular teaching that are relevant to your learners, your materials, and your own teaching style. If you have found 10 different LLS for writing explicitly used in your text, for example, you could highlight these as you go through the course, giving students clear examples, modelling how such LLS may be used in learning to write or in writing, and filling in the gaps with other LLS for writing that are neglected in the text but would be especially relevant for your learners.
If you tend to be teacher-centred in your approach to teaching, you might use a specific number of tasks appropriate for your context from the collection by Gardner and Miller (1996) in order to provide students with opportunities to use and develop their LLS and to encourage more independent language learning both in class and in out-of-class activities for your course. As Graham (1997) declares, LLS training "needs to be integrated into students' regular classes if they are going to appreciate their relevance for language learning tasks; students need to constantly monitor and evaluate the strategies they develop and use; and they need to be aware of the nature, function and importance of such strategies" (p. 169). Whether it is a specific conversation, reading, writing, or other class, an organised and informed focus on LLS and LLS training will help students learn and provide more opportunities for them to take responsibility for their learning3.
Step 3: Reflect and
Encourage Learner Reflection
Much of what I have suggested in this section requires teacher reflection, echoing a current trend in pedagogy and the literature in L2/FL education (see, for example, Freeman & Richards, 1996, and Richards & Lockhart, 1994). However, in implementing LLS and LLS training in the L2/FL classroom, purposeful teacher reflection and encouraging learner reflection form a necessary third step. On a basic level, it is useful for teachers to reflect on their own positive and negative experiences in L2/FL learning.
As Graham suggests, "those teachers who have thought carefully about how they learned a language, about which strategies are most appropriate for which tasks, are more likely to be successful in developing 'strategic competence' in their students" (p. 170). Beyond contemplating one's own language learning, it is also crucial to reflect on one's LLS training and teaching in the classroom. After each class, for example, one might ponder the effectiveness of the lesson and the role of LLS and LLS training within it. Do students seem to have grasped the point? Did they use the LLS that was modelled in the task they were to perform? What improvements for future lessons of this type or on this topic might be gleaned from students' behaviour? An informal log of such reflections and one's personal assessment of the class, either in a notebook or on the actual lesson plans, might be used later to reflect on LLS training in the course as a whole after its completion. In my experience I have found, like Offner (1997), that rather than limiting my perspective to specific LLS such reflection helps me to see the big picture and focus on "teaching how to learn" within my L2/FL classes.
In addition to the teacher's own
reflections, it is essential to encourage learner reflection, both during and
after the LLS training in the class or course. In an interesting action
research study involving "guided reflection" Nunan (1996) did this by
asking his students to keep a journal in which they completed the following
sentences: This week I studied..., I learned..., I used my English in these
places..., I spoke English with these people..., I made these mistakes..., My
difficulties are..., I would like to know..., I would like help with..., My
learning and practising plans for the next week are... (Nunan, 1996, p. 36).
Sharkey (1994/1995) asked her learners to complete simple self- evaluation
forms at various points during their course. Matsumoto (1996) used student
diaries, questionnaires, and interviews to carry out her research and help her
students reflect on their LLS and language learning. Pickard (1996) also used
questionnaires and follow-up interviews in helping students reflect on their
out-of- class LLS. In a writing class,
An Example of LLS
Training
Let me give one example of implementing LLS
training within a normal L2/FL class from my experience in teaching a TOEFL
preparation course in
In order to encourage learner reflection, later in the course I used a questionnaire asking students about their vocabulary learning and VLS in and outside of class, and the following week gave them a generic but individualised vocabulary knowledge test where students provided the meaning, part of speech, and an example sentence for up to 10 words each person said he or she had 'learned'. I marked these and handed them back to students the next week, summarising the class results overall and sparking interesting class discussion. For a more detailed description of this classroom activity and a copy of the questionnaire and test, see Lessard-Clouston (1994). For more information on the research that I carried out in conjunction with this activity, please refer to Lessard-Clouston (1996). What became obvious both to me and my students in that attempt at LLS training was that vocabulary learning is a very individualised activity which requires a variety of VLS for success in understanding and using English vocabulary, whether or not one is eventually 'tested' on it. Though this is just one example of implementing LLS training in a normal L2/FL class, hopefully readers will be able to see how this general three step approach to doing so may be adapted for their own classroom teaching.
3. REFLECTIONS AND QUESTIONS
FOR LLS RESEARCH
Important Reflections
In my thinking on LLS I am presently
concerned about two important issues. The first, and most important, concerns
the professionalism of teachers who use LLS and LLS training in their work. As
Davis (1997, p. 6) has aptly noted, "our actions speak louder than
words", and it is therefore important for professionals who use LLS
training to also model such strategies both within their classroom teaching
and, especially in EFL contexts, in their own FL learning. Furthermore, LLS
obviously involve individuals' unique cognitive, social, and affective learning
styles and strategies. As an educator I am interested in helping my students
learn and reflect on their learning, but I also question the tone and
motivation reflected in some of the LLS literature.
...many language students (even adults)...like to be told what to do, and they only do what is clearly essential to get a good grade -- even if they fail to develop useful skills in the process. Attitudes and behaviours like these make learning more difficult and must be changed, or else any effort to train learners to rely more on themselves and use better strategies is bound to fail. (Oxford, 1990a, p. 10)
Motivation is a key concern both for teachers and students. Yet while teachers hope to motivate our students and enhance their learning, professionally we must be very clear not to manipulate them in the process, recognising that ultimately learning is the student's responsibility4. If our teaching is appropriate and learner-centred, we will not manipulate our students as we encourage them to develop and use their own LLS. Instead we will take learners' motivations and learning styles into account as we teach in order for them to improve their L2/FL skills and LLS.
The second reflection pertains to the integration of LLS into both language learning/teaching theory and curriculum. The focus of this article is largely practical, noting why LLS are useful and how they can or might be included in regular L2/FL classes. These things are important. However, in reflecting on these issues and attempting to implement LLS training in my classes I am reminded that much of the L2/FL work in LLS appears to lack an undergirding theory, perhaps partially because L2/FL education is a relatively young discipline and lacks a comprehensive theory of acquisition and instruction itself. As Ellis (1994) notes, much of the research on LLS "has been based on the assumption that there are 'good' learning strategies. But this is questionable" (p. 558). As my own research (Lessard-Clouston, 1996, 1998) suggests, L2/FL learning seems to be very much influenced by numerous individual factors, and to date it is difficult to account for all individual LLS, let alone relate them to all L2/FL learning/teaching theories.
The related challenge, then, is how to
integrate LLS into our L2/FL curriculum, especially in places like
Questions for LLS
Research
Following from these reflections, then, future L2/FL research must consider and include curriculum development and materials for LLS training which takes into account regular L2/FL classes (especially for adults) and the learning styles and motivations of the students within them. While Chamot and O'Malley (1994, 1996) and Kidd and Marquardson (1996) have developed materials for content-based school classes, it is important to consider the development and use of materials for college and university language classes, especially in FL settings. On the surface at least, it would appear that the language/content/learning strategies components of their frameworks could be easily transferred to a variety of language classroom curricula, but is this really the case? One model to consider in attempting to do so is Stern's (1992) multidimensional curriculum, which allows for the integration of LLS and LLS training into its language, culture, communicative, and general language education syllabuses.
A pressing need for further research involves developing a comprehensive theory of LLS that is also relevant to language teaching practice. Moving beyond taxonomies of LLS, various types of studies into LLS use and training must consider a wide range of questions, such as: What types of LLS appear to work best with what learners in which contexts? Does LLS or LLS training transfer easily between L2 and FL contexts? What is the role of language proficiency in LLS use and training? How long does it take to train specific learners in certain LLS? How can one best assesss and measure success in LLS use or training? Are certain LLS learnt more easily in classroom or non-classroom contexts? What LLS should be taught at different proficiency levels? Answers to these and many other questions from research in a variety of settings will aid in the theory building that appears necessary for more LLS work to be relevant to current L2/FL teaching practice.
In considering the above questions
concerning LLS and LLS training, a variety of research methods should be
employed. To date much of the LLS research appears to be based in
...there are different kinds of research which produce different results which may be of interest. Research dealing with human beings is notoriously fuzzy and shows a great deal of variation. (LoCastro, 1995, p. 174).
I would concur with this observation. In listing the above questions and calling for more research on LLS, I also hope that more case studies, longitudinal studies, and learner's self-directed qualitative studies, like the one by Yu (1990), will be carried out and will receive greater attention in the literature in L2/FL education.
4. HELPFUL LLS CONTACTS
AND INTERNET SITES
As readers may want to take up my challenge and address the issues and questions for research I have outlined here, in this final section I focus on where they may find additional information and resources to help them in their LLS teaching and research. In addition to checking the sources listed in the reference section at the end of this article, there are a number of contacts which readers may find useful for obtaining more information on LLS, LLS training and/or research, and in networking with others involved with or interested in LLS within various aspects of L2/FL education. Three such contacts are noted here.
Where Can I Get More
Information?
1. The Japan Association for Language Teaching (JALT) Learner Development National Special Interest Group (N-SIG), formed in 1994, encourages learner development and autonomy, which involves and encompasses LLS. It publishes a quarterly, bilingual (English-Japanese) newsletter called Learning Learning and organises presentations at the annual JALT conference each autumn. For more information one can access the Learner Development N-SIG homepage or contact the co-ordinator:
http://www.ipcs.shizuoka.ac.jp/~eanaoki/LD/homeE.html
Dr. Jill Robbins
Doshisha Women's College
English Department
Tanabe-co, Tsuzuki-gun
Kyoto-fu 610-03
JAPAN
Email: robbins@gol.com
2. The International Association of
Teachers of English as a Foreign Language (IATEFL) Learner Independence Special
Interest Group (SIG) has an international network of members who are interested
in learning styles and LLS, learning centres, and related topics. In addition
to publishing a newsletter,
http://www.man.ac.uk/IATEFL/lisig/lihome.htm
3. The Center for Advanced Research on
Language Acquisition (CARLA) at the
http://carla.acad.umn.edu/slstrategies.html
CARLA
5514
Email: carla@tc.umn.edu
The area of LLS is a major but quickly developing aspect of L2/FL education, and interested teachers and researchers are advised to check the internet sites listed here for the most up-to- date information on this topic. In accessing these WWW pages one will also find links to related sites and organisations.
Conclusion
This paper has provided a brief overview of LLS by examining their background and summarising the relevant literature. It has also outlined some ways that LLS training has been used and offered a three step approach for teachers to consider in implementing it within their own L2/FL classes. It has also raised two important issues, posed questions for further LLS research, and noted a number of contacts that readers may use in networking on LLS in L2/FL education. In my experience, using LLS and LLS training in the L2/FL class not only encourages learners in their language learning but also helps teachers reflect on and improve their teaching. May readers also find this to be the case.
Acknowledgements
I would like to thank my students for their input on LLS and LLS training, and Birgit Harley and Wendy Lessard-Clouston for their input on the issues presented in this overview and for their helpful comments on earlier drafts.
About the Author
Ph.D.,
M.Ed.,
M.T.S.,
Hons. B.A.,
Associate Professor of Applied Linguistics
School of
Intercultural Studies - Department of Applied Linguistics & TESOL
13800 Biola Avenue,
90639 U.S.A.
Phone: (562) 944-0351 x5692 Fax: (562) 903-4851
Notes
1. See, for example, the work of Bialystok (1990), Bongaerts & Poulisse (1989), Dornyei & Thurrell (1991), Kasper & Kellerman (1997), McDonough (1995), Poulisse (1989), and Willems (1987) on communication strategies.
2. For more examples of specific types of
LLS training, refer to the works listed in the reference section.
3. For recent discussions of this issue and others related to autonomy and independence in language learning, see Benson & Voller (1997) and the articles in Ely & Pease-Alvarez (1996).
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Gu, P. (1996). Robin Hood in
Kasper, G., & Kellerman, E. (Eds.). (in
press). Communication Strategies: Psycholinguistic and Sociolinguistic
Perspectives.
Kidd, R., & Marquardson, B. (1996). The
foresee approach for ESL strategy instruction in an academic-proficiency
context. In R. Oxford (Ed.), Language Learning Strategies Around the World:
Cross-cultural Perspectives (pp. 189-204).
Lessard-Clouston, M. (1994). Challenging student approaches to ESL vocabulary development. TESL Canada Journal, 12(1), 69-80.
Lessard-Clouston, M. (1996). ESL vocabulary learning in a TOEFL preparation class: A case study. Canadian Modern Language Review, 53(1), 97-119.
Lessard-Clouston, M. (1998, March).
Vocabulary Learning Strategies for Specialized Vocabulary Acquisition: A Case
Study. Paper to be presented at the 3rd Pacific Second Language Research Forum
(PacSLRF '98) at
LoCastro, V. (1994). Learning strategies and learning environments. TESOL Quarterly, 28(2), 409-414.
LoCastro, V. (1995). The author responds...
[A response to
McDonough, S. (1995). Strategy and Skill in
Learning a Foreign Language.
Matsumoto, K. (1996). Helping L2 learners reflect on classroom learning. ELT Journal, 50(2), 143-149.
Mayer, R. (1988). Learning strategies: An
overview. In Weinstein, C., E. Goetz, & P. Alexander (Eds.), Learning and
Study Strategies: Issues in Assessment, Instruction, and Evaluation (pp.
11-22).
Naiman, N., Frohlich, M., Stern, H., &
Todesco, A. (1978). The Good Language Learner. Research in Education Series 7.
Naiman, N., Frohlich, M., Stern, H., &
Todesco, A. (1996). The Good Language Learner. Clevedon,
Northeast Conference on the Teaching of
Foreign Languages. (1990, April). Shifting the Instructional Focus to the
Learner.
Nunan, D. (1988). The Learner-centred
Curriculum.
Nunan, D. (1995). Closing the gap between learning and instruction. TESOL Quarterly, 29(1), 133-158.
Nunan, D. (1996). Learner strategy training in the classroom: An action research study. TESOL Journal, 6(1), 35-41.
Offner, M. (1997). Teaching English
conversation in
O'Malley, J.M., & Chamot, A. (1990).
Learning Strategies in Second Language Acquisition.
Pearson, E. (1988). Learner strategies and learner interviews. ELT Journal, 42(3), 173-178.
Pickard, N. (1996). Out-of-class language learning strategies. ELT Journal, 50(2), 150-159.
Poulisse, N. (1989). The Use of
Compensatory Strategies by Dutch Learners of English. Unpublished doctoral
dissertation,
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the ESL/EFL Classroom.
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Reflective Teaching in Second Language Classrooms.
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Theoretical assumptions, research history and typology. In A. Wenden & J.
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Michael Lessard-Clouston
This article was first published in Essays in Languages and Literatures, 8,
at
© Michael Lessard-Clouston
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2.- A FRESH LOOK AT TEAM TEACHING
Our
dear SHARER Maria Lucia Grande wishes to SHARE this article with all of us:
A Fresh Look at Team Teaching
by Bill Johnston and Bartek Madejski
Introduction
The notion of team
teaching has been bandied about for some time now – it has enjoyed brief
periods of interest since the nineteen sixties in various teaching situations –
and yet few, if any, of the handbooks currently used in EFL make any but
passing reference to it, and the present authors have been unable to find
virtually any articles or parts of books dealing with team teaching in any
depth. This article then, considers what for the practicing teacher can only be
described as an oral tradition, and offers what for us have become new
possibilities within this framework.
One thing should
be said before we begin: although all the ideas and comments concerning team
teaching refer to two teachers only, there is no reason why three or perhaps
even more teachers could not participate in a team teaching project both at the
planning stage and during the lesson itself.
Running
a team-taught lesson
1. The
planning stage
The planning stage
of a team-taught lesson can, and we would argue should, be as important,
enjoyable and rewarding as the lesson itself.
If team teaching
is to be true to its name, rather than just an extra teacher being present in
the classroom, then the teamwork should begin with the joint planning of the
lesson. And in our experience at least, pedagogical advantages aside, this
planning offers tremendous opportunities to the teachers. Firstly, one has the
chance to talk through the preparation of a lesson – to voice the doubts,
alternatives and tentative ideas that teachers must always go through alone, in
their heads. This in itself can be a huge source of relief, and a great builder
of confidence. And secondly, as anyone knows who has tried it, for all but
inveterate lone wolves, the creative energies released when two minds
collaborate on a joint project often far exceed those that either of the
participants would have been capable of when working alone. It could even be
argued that, in some cases at least, to do the planning in collaboration is in
itself a form of team teaching.
2. The
team teaching lesson
Though, as we have
said, we cannot offer written sources to back up this notion, we believe most
teachers would agree that a ‘traditional’ team-taught lesson might well involve
the following:
The two (or more)
teachers taking part, plan the structure of the lesson. Let us be a little
simplistic and take a classic presentation-controlled practice-free practice
format. Teacher A offers to present the new material, while teacher B sits in
the back row. Teachers A and B then change places, and Teacher B leads the
drill, exercise or whatever of the controlled practice. The group is then
divided into two, and each teacher leads one half of the class in free
practice.
There is, of
course, nothing wrong with this arrangement. It offers several of the
advantages of team teaching mentioned elsewhere in this article. However, we
and some of the other teachers at our Centre felt that, given that two teachers
have decided to work together on the planning and execution of a lesson, there
are whole vistas of potential that the format described above fails to
perceive, let alone utilise; and we should like to indicate directions in which
new thinking on team teaching might lead.
3.
Some new ideas
At the outset, we
must acknowledge the work of our colleagues Magda Kaczmarek and Tom Randolph in
developing and realizing many of the ideas described in this section.
The basic notion
that we have worked from in our thinking on team teaching was that mentioned
above: that, if two teachers are to be present in the classroom, there must be
ways of using that fact to the full, rather than have them just take turns at
teaching. We strongly recommend that you consider this question seriously
yourselves; in the meantime we offer the following specific ideas, which have
been used successfully in our Centre.
a) The two teachers present a dialogue, or
more ambitiously a sketch, on which work is to be done later. This may be a
straightforward dialogue, an interview, an interrogation, doctor and patient,
teacher and pupil or whatever.
Further, it
need not be fully scripted – a spontaneous exchange on a given topic, or one
based on minimal prompts rather than a script , is an exciting alternative. The
point is that, unlike material recorded on tape, or even worse written in a
book, the language has a physical form and real-life speakers, and is thus
brought much closer to the learner’s experience; this is even more the case if
the language used is partially or wholly spontaneously produced.
b) If the learners are going to be asked to
divide into pairs/groups to write and perform a sketch on a particular theme,
the teachers could first offer an example along the same theme. This may seem
an obvious idea; but how often do you as a teacher ask your students to do
something like this without first showing them an example? For us the answer is
very often, at the least. We have found
that, when we first actually demonstrate what we want done, the response from
the learners is greatly enlivened and improved. The reason for doing this is
not to provide a model either in terms of language or of format but just to get
imaginations going and to show that we teachers are not afraid to have fun or
even to make fools of ourselves. And the ‘performance’ doesn’t need to be
perfect – we’re not professional actors any more than our learners are, and if
our performance has a few rough edges, so much the better!
c) One teacher prepares a mime, to which the
learners are going to be asked to compose a commentary (we used the example of
a mimed advert to which words were to be added). The other teacher leads the
class in eliciting this commentary and in speaking it in time to the mime. In
this way, both teachers are active simultaneously, but one can concentrate on
miming without worrying about teaching, the other is free to deal with the class
and doesn’t have to think about performing. And again the use of a real teacher
provides much more personal investment for the learners, and much more
flexibility for the teachers.
d) A variant on this is for one teacher to
mime an action, or perhaps a message (as in the now-legendary Hotel
Receptionist game from ‘Drama Techniques in Language Learning’ (Maley &
Duff 1978: 125-8)) and for the other teacher to elicit the action or message
from the class. Here again, the two roles that the teacher must normally take
on single-handed are divided, and each teacher is free to concentrate on only
one.
e) A joke-telling session: this was done as
part of a topic on health, though obviously it can easily be adapted: the two
teachers read out a series of ‘doctor, doctor!’ jokes; the learners are then
asked to present a set of similar jokes in the same fashion.
4. Feedback
By its
nature, team teaching provides an unforced basis for informal feedback. Two
teachers who have planned and taught a lesson together are going to find it
entirely natural to sit down after the lesson and discuss it in some detail. We
do recommend, however, that you make sure that there is at least an
informal chat afterwards, since putting your feelings, impressions etc. into
words often helps to crystallize what your have learnt from the shared
experience. It is also important to round off that experience; we should
remember that team teaching can affect the professional and personal
relationships between teachers as much as the teaching of any one teacher.
We would,
however, suggest that from time to time a more formal approach is taken in
feedback sessions. Amongst many possibilities, the following might be
mentioned:
a) Make a point of sitting down with your
colleague and taking twenty or thirty minutes to go over the lesson in detail.
If you like, concentrate on one aspect of the lesson: learners’ behaviour,
materials used, interactions between the teachers, or whatever seems most
pertinent.
b) Choose a mutual third colleague who was not
involved in the project; each of you talk to this colleague separately about
the lesson, then all three of you have a discussion together.
c) hold a five/ten-minute feedback session
about the lesson in front of the class, with all present taking part.
d) Each of you independently write up notes
about the lesson, then swap notes and discuss (an interesting example of this
is in Plumb and
Finally, we
may refer you to Chapter 7 of David Hopkin’s excellent ‘A Teacher’s Guide to
Classroom Research’ (Hopkins 1985:85-104), which offers techniques which are
aimed at observation in the context of Action Research but which can
successfully be adapted to one-off team teaching feedback sessions.
Why Bother?
All this
may (or may not) sound very well; but what’s the point of team teaching?
Some of the
many advantages of team teaching have been mentioned already; the confidence
boost that one can feel by talking through a lesson beforehand and then
teaching it with a colleague; and the sometimes improbable amount of creative
energy released when two minds set about a task together instead of separately.
Other
advantages are not all obvious, but are none the less important for that. One
is the effect on the learners.: we have found that seeing teachers work
together has a positive effect on the learners, who, seeing teachers
collaborating together, are encouraged to follow suit, to open up and thus to
co-operate in building an atmosphere of mutual trust and understanding, which
considerably contributes to breaking the isolation of the individual in the
classroom – and that means the individual teacher as well as the individual
learner.
Secondly,
the starting point of the whole business, for us, was the question of
observation, and this remains an important factor. Just as team teaching allows
the teacher to talk about a lesson to someone who is not a passive listener but
is just as involved in the lesson, so it offers the chance for teachers to see
their peers at work without there being inactive observers in the classroom: in
other words, it offers many of the advantages of observation while avoiding
many of the most unpleasant disadvantages.
Finally,
one advantage has been discovered in what would at first appear to be a
disadvantage: it might be thought that team teaching, in both planning and
actual teaching, is more time-consuming than solo teaching, but we have found
that two teachers working together can prepare more material in less time than
if they had been working on their own!
Some words of advice
Here we
should like to mention a few points which we have learnt, from experience, to
watch out for.
Firstly,
it’s much better to work with someone you know well and like. Team teaching
requires a high level of co-operation and of trust, and working with the wrong
person can prove a discouraging experience, as conflicts of teaching style or,
worse, personality may be exposed.
Secondly,
though team teaching is a great experience we don’t suggest you do it all the
time! It’s not a universal remedy to teaching problems, but if used from time
to time it can be an exhilarating experience which can bring teachers closer
together and can shed new light on one’s own teaching. We have found that it is
better for intensive residential courses than for regular in-town lessons,
though the latter are of course not ruled out.
It may be
that only part of the lesson – the introduction, perhaps, or a rounding-off
activity – really benefits from the presence of more than one teacher in the
classroom. If this is so, don’t be afraid to admit it, and have the extra
teacher in only for that part of the lesson. This is preferable to
having an extraneous presence in for an extended period.
And lastly
– be prepared to compromise! This is an essential part of any collaboration
that is going to work, so be prepared to give up some of your brilliant ideas
if your partner doesn’t like them – she or he may even turn out to be right!
Conclusion
In this
article we have attempted to take a new look at the practice of team teaching.
Placing the emphasis on the great rewards to be reaped from creative
collaboration at all stages of the lesson from planning, through the lesson
itself to feedback, we have pointed to new possibilities towards which thinking
on team teaching might usefully be directed. We feel that we have only just
scratched the surface of the potential to be found in collaborative work of
this kind, and we are very excited about what we have started to explore. We
hope that we have conveyed some of that excitement – and that you will be
encouraged to do some exploring yourselves and to get your trainees to do the
same!
References
Hopkins, D.
(1985) A Teacher’s Guide to Classroom Research.
Maley, A.
and A. Duff (1978) Drama Techniques in Language Learning.
Plumb, K.
and P. Davis (1987) ‘Team Teaching’. In Teacher Development (The
newsletter of the Teacher Development Special Interest Group of IATEFL)
© The Teacher Trainer
http://www.tttjournal.co.uk/frs_library.htm
------------------------------------------------------------------------
3.- ADVANCED
VOCABULARY IN CONTEXT: CARS AND DRIVING IN “THE DA VINCI CODE”
We have
chosen these two chapters from Dan Brown´s celebrated “The Da Vinci Code” to
present the vocabulary of Cars and Driving
in context. Notice that some parts have been deleted where thus indicated. We
want to thank our dear friend Juan Ferretti for providing us with a Word
version of the text.
The
Da Vinci Code
Chapter
32
The security alarm on the west end of the Denon Wing sent the pigeons in the nearby Tuileries Gardens scattering as Langdon and Sophie dashed out of the bulkhead into the Paris night. As they ran across the plaza to Sophie's car,
Langdon could hear police sirens wailing in the distance.
"That's it there," Sophie called, pointing to a red snub-nosed two-seater parked on the plaza.
She's kidding, right? The vehicle was easily the smallest car Langdon had ever seen.
"SmartCar," she said. "A hundred kilometers to the liter."
Langdon had barely thrown himself into the passenger seat before Sophie gunned the SmartCar up and over a curb onto a gravel divider. He gripped the dash as the car shot out across a sidewalk and bounced back down over into the small rotary at Carrousel du Louvre.
For an instant, Sophie seemed to consider taking the shortcut across the rotary by plowing straight ahead,through the median's perimeter hedge, and bisecting the large circle of grass in the center.
"No!" Langdon shouted, knowing
the hedges around Carrousel du Louvre were there to hide the perilous chasm in
the center—
The two-tone police sirens blared louder behind them, and Langdon could see the lights now in his side view mirror. The SmartCar engine whined in protest as Sophie urged it faster away from the Louvre. Fifty yards ahead,the traffic light at Rivoli turned red. Sophie cursed under her breath and kept racing toward it. Langdon felt his muscles tighten.
"Sophie?"
Slowing only slightly as they reached the intersection, Sophie flicked her headlights and stole a quick glance both ways before flooring the accelerator again and carving a sharp left turn through the empty intersection onto Rivoli. Accelerating west for a quarter of a mile, Sophie banked to the right around a wide rotary. Soon they were shooting out the other side onto the wide avenue of Champs-Elysées.
As they straightened out, Langdon turned in his seat, craning his neck to look out the rear window toward the Louvre. The police did not seem to be chasing them. The sea of blue lights was assembling at the museum.
His heartbeat finally slowing, Langdon turned back around. "That was interesting."
Sophie didn't seem to hear. Her eyes
remained fixed ahead down the long thoroughfare of Champs-Elysées, the two-mile
stretch of posh storefronts that was often called the
Sophie had said her grandfather left her something behind the painting. A final message? Langdon could not help but marvel over Saunière's brilliant hiding place; Madonna of the Rocks was yet another fitting link in the evening's chain of interconnected symbolism. Saunière, it seemed, at every turn, was reinforcing his fondness for the dark and mischievous side of Leonardo da Vinci.
…
As Sophie gunned the car up Champs-Elysées, Langdon said, "The painting. What was behind it?"
Her eyes remained on the road. "I'll show you once we're safely inside the embassy."
"You'll show it to me?" Langdon was surprised. "He left you a physical object?"
Sophie gave a curt nod. "Embossed with a fleur-de-lis and the initials P.S."
Langdon couldn't believe his ears.
We're going to make it, Sophie thought as
she swung the SmartCar's wheel to the right, cutting sharply past the luxurious
Hôtel de Crillon into
Even as she drove, Sophie's mind remained locked on the key in her pocket, her memories of seeing it many years ago, the gold head shaped as an equal-armed cross, the triangular shaft, the indentations, the embossed flowery seal, and the letters P.S.
…
Sophie could not begin to imagine what a key like this opened, but she sensed Robert would be able to tell her.
…
"Sophie! Langdon's voice intruded. "Stop! Stop!"
Emerging from the memory, Sophie slammed on the brakes, skidding to a halt. "What? What happened?!"
Langdon pointed down the long street before them.
When she saw it, Sophie's blood went cold. A hundred yards ahead, the intersection was blocked by a couple of DCPJ police cars, parked askew, their purpose obvious. They've sealed off Avenue Gabriel!
Langdon gave a grim sigh. "I take it the embassy is off-limits this evening?"
Down the street, the two DCPJ officers who stood beside their cars were now staring in their direction, apparently curious about the headlights that had halted so abruptly up the street from them.
Okay, Sophie, turn around very slowly.
Putting the SmartCar in reverse, she performed a composed three-point turn and reversed her direction. As she drove away, she heard the sound of squealing tires behind them. Sirens blared to life.
Cursing, Sophie slammed down the accelerator.
Chapter 33
Sophie's SmartCar tore through the diplomatic quarter, weaving past embassies and consulates, finally racing out a side street and taking a right turn back onto the massive thoroughfare of Champs-Elysées.
Langdon sat white-knuckled in the passenger seat, twisted backward, scanning behind them for any signs of the police. He suddenly wished he had not decided to run. You didn't, he reminded himself. Sophie had made the decision for him when she threw the GPS dot out the bathroom window. Now, as they sped away from the embassy, serpentining through sparse traffic on Champs-Elysées, Langdon felt his options deteriorating. Although Sophie seemed to have lost the police, at least for the moment, Langdon doubted their luck would hold for long.
Behind the wheel Sophie was fishing in her sweater pocket. She removed a small metal object and held it out for him. "Robert, you'd better have a look at this. This is what my grandfather left me behind Madonna of the Rocks."
…
As Sophie accelerated, Langdon sensed she was formulating a plan. Dead ahead, at the end of Champs-Elysées, stood the Arc de Triomphe—Napoleon's 164-foot-tall tribute to his own military potency—encircled by France's largest rotary, a nine-lane behemoth.
Sophie's eyes were on the rearview mirror again as they approached the rotary. "We lost them for the time being," she said, "but we won't last another five minutes if we stay in this car."
So steal a different one, Langdon mused, now that we're criminals. "What are you going to do?"
Sophie gunned the SmartCar into the rotary. "Trust me."
Langdon made no response. Trust had not gotten him very far this evening. Pulling back the sleeve of his jacket, he checked his watch—a vintage, collector's-edition Mickey Mouse wristwatch that had been a gift from his parents on his tenth birthday. Although its juvenile dial often drew odd looks, Langdon had never owned any other
watch; Disney animations had been his first introduction to the magic of form and color, and Mickey now served as Langdon's daily reminder to stay young at heart. At the moment, however, Mickey's arms were skewed at an awkward angle, indicating an equally awkward hour.
2:51 A.M.
"Interesting watch," Sophie said, glancing at his wrist and maneuvering the SmartCar around the wide,counterclockwise rotary.
"Long story," he said, pulling his sleeve back down.
"I imagine it would have to be." She gave him a quick smile and exited the rotary, heading due north, away from the city center. Barely making two green lights, she reached the third intersection and took a hard right onto Boulevard Malesherbes. They'd left the rich, tree-lined streets of the diplomatic neighborhood and plunged into a
darker industrial neighborhood. Sophie took a quick left, and a moment later, Langdon realized where they were.
Gare Saint-Lazare.
Ahead of them, the glass-roofed train terminal resembled the awkward offspring of an airplane hangar and a greenhouse. European train stations never slept. Even at this hour, a half-dozen taxis idled near the main entrance.
Vendors manned carts of sandwiches and mineral water while grungy kids in backpacks emerged from the station rubbing their eyes, looking around as if trying to remember what city they were in now. Up ahead on the street, a couple of city policemen stood on the curb giving directions to some confused tourists.
Sophie pulled her SmartCar in behind the line of taxis and parked in a red zone despite plenty of legal parking across the street. Before Langdon could ask what was going on, she was out of the car. She hurried to the window of the taxi in front of them and began speaking to the driver.
As Langdon got out of the SmartCar, he saw Sophie hand the taxi driver a big wad of cash. The taxi driver nodded and then, to Langdon's bewilderment, sped off without them.
…
© 2003 by Dan
Brown
------------------------------------------------------------------------
4.-
COLOQUIO INTERNACIONAL MONTEVIDEANA V ON WILLIAM FAULKNER
Coloquio
Internacional Montevideana V
William Faulkner
y el mundo hispánico: diálogos desde el
otro Sur
27 al 29 de junio
de 2007
Montevideo,
Uruguay
Conocido es el
papel que jugó la escritura de William Faulkner en la renovación de la
narrativa contemporánea en lengua española. Escritores hispánicos de uno y otro
lado del Atlántico encontraron en el estadounidense una nueva manera de
descubrir e inventar lo propio. El objetivo de este encuentro es seguir
explorando los múltiples recorridos de esta cartografía intertextual que
incorpora permanentemente nuevos territorios narrativos. Se trata de continuar,
desde otro Sur americano, un diálogo que inició el propio escritor al leer el
Quijote “todos los años como otros leen
Por toda
información académica wf.hispanico@fhuce.edu.uy
– www.fhuce.edu.uy
(item eventos)
Organizan:
Departamento de Letras Modernas de
Comité académico:
Jean-Philippe
Barnabé: jphbar@yahoo.fr -
Eleonora Basso: eleob@montevideo.com.uy
Lindsey Cordery: lcordery@adinet.com.uy - Emilio Irigoyen: eirigoye@fhuce.edu.uy
Roger Mirza: mirzalab@adinet.com.uy - Alicia Torres: alitor@adinet.com.uy
Beatriz Vegh: vegh@adinet.com.uy
-----------------------------------------------------------
5.-
XVII CONGRESO DE INVESTIGACIÓN Y ENSEÑANZA DE
Our dear
SHARER Hernan Perez, heperez@udec.cl ,has got an
invitation to make
XVII Congreso de
Investigación y Enseñanza de
29-Oct-2007 - 31-Oct-2007
Concepcion, Chile
Encuentro científico cuyo propósito es difundir, fomentar, planificar y
coordinar la docencia, la investigación y el perfeccionamiento de las ciencias
del lenguaje en todos sus ámbitos.
participar en el XVII Congreso de Investigación y Enseñanza de la Lingüística,
cuya organización ha sido delegada a
tendrá lugar los días 29, 30 y 31 de octubre de 2007 en el edificio de
Facultad
En la estructura del Congreso se incluirá, además de las ponencias y
conferencias plenarias, las mesas de discusión en torno a tópicos relevantes y
de gran interés para los investigadores, los que serán conocidos oportunamente.
Al mismo tiempo, se incorporará en esta versión de la reunión la modalidad de
póster. El idioma oficial del Congreso es el Español.
Dr. Bernardo Riffo, Presidente
Dr. Lésmer Montecino, Vicepresidente
Dra. Mónica Tapia, Secretaria
Dra. Alba Valencia, Tesorera
Dra. Pilar Álvarez-Santullano, Directora
Contacto: Hernan Perez
Email de contacto: sochil2007@udec.cl
URL del Congreso: http://www.udec.cl/sochil2007/
------------------------------------------------------------
6.-
TALLER DE TRADUCCIÓN INVERSA
Temario
Análisis de
textos en el plano sintáctico, semántico, léxico y de estructuras.
Uso de recursos discursivos y estilísticos.
Naturalidad en la traducción.
Énfasis, sinónimos, préstamos, calcos, neologismos, equivalentes funcionales,
metáforas, paráfrasis, intencionalidad del autor, acercamiento con el lector,
referencias culturales, uso de siglas, citas.
Coordinadora
del Taller
Trad. Marita Propato
Traductora
Literaria y Científico-técnica en Inglés
Traductora
Pública
Miembro de
Miembro de
Materiales
Material
auténtico de diversas áreas, por ejemplo: finanzas/negocios,
periodismo/publicidad,
política, industria, ciencia y tecnología.
Podrá incluirse
material de otras áreas de especialización que sean de interés de los
participantes. El taller es esencialmente práctico y está dirigido a
estudiantes avanzados del traductorado.
Días: Miércoles
16, 23 y 30 de mayo, y el 6 de junio
Hora: 18:00 a 20:00
Lugar: Escuela
Normal Superior en Lenguas Vivas “Sofía B. de Spangenberg” - Juncal 3251 –
Buenos Aires
Preinscripción
hasta el viernes 11 de mayo en cursos@aati.org.ar
Alumnos de Traductorados
y socios de
Otros: $160
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7.- II INTERNATIONAL ELT FORUM “SHARING IDEAS AND KNOWLEDGE”
Our dear SHARER Alejandra
Jaime invites all SHARERS to
II International ELT Forum
“Sharing Ideas And Knowledge”
May, 2007
How to Teach Songs to
Very Young Learners
Moderator: Prof.Alfredo
Bilopolsky
Music can play a really important part in the language classroom. It can change the atmosphere in the room within seconds. Songs are of paramount importance when teaching little ones. They are part and parcel of every kid's life. Songs are enjoyable, memorable and useful for teaching grammar structures, vocabulary and pronunciation if they are carefully chosen.
How much of your lesson time is devoted to teaching songs? Have you ever worked with “authentic songs”? Do you consider that your pupils will benefit from using them? Join this new international ELT Forum and share your views on this!
Alfredo Bilopolsky is a Teacher of English and Technical English from Instituto
Nacional Superior del Profesorado Técnico de
Saturday, 12th - Sunday, 13th of May
The forum will take place at: www.welcometoenglishandfun.com
Participants will receive by e-mail a Pack of Theoretical Materials, especially created by Alfredo Bilopolsky and a Certificate of Participation (via Correo Argentino).
The II International ELT Forum provides an opportunity for people with a variety of perspectives – ELT experts and non-experts alike – to explore each other’s views and share information in a casual atmosphere. It provokes discussion as well as interaction, and creates a setting for people to truly exchange ideas on important issues regarding English Language Teaching.
Limited Vacancies
Enrolment is only guaranteed by payment of fee.
Fees:
Other countries U$S 15 – (fifteen dollars)
Payment Options
Option 1 Bank deposit
Please email us at info@welcometoenglishandfun.com so that we send you the details.
Option 2
Pago Fácil / Rapipago
Please email us at info@welcometoenglishandfun.com so that we send you the right pay form.
Other countries
Payment through
Please email us at info@welcometoenglishandfun.com so that we send you the details.
English & Fun www.welcometoenglishandfun.com - The website everybody is talking about!
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8.- TESOL SYMPOSIUM ON TEACHING ESP
Our dear
SHARER Patricia Orsi, President of ARTESOL has sent us all this invitation:
TESOL Symposium on Teaching ESP – July 12, 2007
At UADE –
Universidad Argentina de
The TESOL Symposium on Teaching English for
Specific Purposes will take place July 12, 2007,in
The theme of the symposium was chosen by
The featured speakers are Donna Brinton, Almut Koester, and Thomas Orr. Viviana Cortes will lead the closing session.
For complete program and registration information, visit TESOL's Web site: http://www.tesol.org/s_tesol/sec_document.asp?CID=250&DID=7541
Registration fees (includes program fees, materials, and refreshment breaks)
Pre-registration Fee (Register by June 22, 2007) $20 US
On-site Registration Fee (Pay on site—space available basis) $30 US
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Our dear
SHARER Horacio Dal Osso announces:
Jornada
de Tecnología
1. Herramientas de Internet para traductores
(español)
2. Introducción a
3. El lenguaje informático. Traducción y terminología
(inglés<>español)
Expositor: Trad.
Púb. Horacio R. Dal Dosso.
Fecha: Sábado 12
de mayo de 2007.
Lugar: CINUR.
Tacuarí 237, piso 1, oficina 16. CABA (Ciudad Autónoma de Buenos Aires,
Argentina).
Horarios:
Seminario 1: de 09:00 a 13:00
Seminario 2: de
14:00 a 16:00
Seminario 3: de
16:00 a 18:00
Consultar Programas
en: http://www.english-lab.com.ar
Aranceles: Seminarios 1 y 2: $100.
Seminarios 1, 2 y
3: $140.
Incluye: Materiales,
cafés, sorteos de suscripciones de la revista Multilingual.
Inscripción: info@english-lab.com.ar
Cierre de
inscripción: Jueves 10 de mayo a las 17:00.
Pagos: Banco Río,
Caja de ahorro en $ 073-357597/4
CBU: 07200731
30000035759747
Fax: Enviar el comprobante al telefax 4729-0386 de
9:00 a 17:00.
Vacantes: 25.
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10.-
7th SOUTHERN CONE TESOL CONVENTION
Our dear
SHARER Elida Messina has sent us this information:
7th Southern Cone TESOL Convention
Regional
Challenges in Teacher Development
Buenos Aires,
Argentina
July 13 –14, 2007
Universidad
Argentina de
Lima 717 - Ciudad
Autónoma de Buenos Aires
The Southern Cone Convention is organized
every two years by a different TESOL affiliate in
Featured Speakers:
-Sandra Briggs
-Donna Brinton
-Joelle Usarski
For further information and Call for proposals, visit: http://www.artesol.org.ar
Fees: Pre Registration fee $ 80.- (Argentine pesos) for non-members and $65.- (Argentine pesos) for TESOL members.
On-site fee
$100.- (Argentine pesos) for non-members and $85.- (Argentine pesos)
for TESOL
members.
Contact mail: artesol@bcl.edu.ar
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11.- “AT HOME” TEACHER DEVELOPMENT COURSES
Our dear SHARER Mady Casco has got an invitation to make:
Teacher Development
“At Home –
Workshop 1:
“How to Design a Topic-based Project” (for children & adults)
April 21st & May 5th (9 to 13)
Workshop 2:
“How to Use Mind Maps”
May 12th (from 9 to 12)
Workshop 3:
“How to Turn a Reader into a Topic-based Unit”
May 12th (from 14 to 17)
Workshop 4:
“How to Teach English to Adults”
May 19th & June 2nd (from 9 to 15.30)
Lic. Maria
A Casco
Mady Casco
graduated as Profesora en Inglés from Instituto Superior
Mady has been a
teacher trainer for more than 15 years, having taught at Instituto Superior del
Profesorado "Joaquín .V. González", Universidad Belgrano and Escuela
Normal Superior en Lenguas Vivas "Sofía Spangenberg". She has lectured widely on
"Andragogy and Constructivism", "The Use of Video and DVD"
and "The Use of Mind Maps".She is the director of "At
Home-Buenos Aires", an organization devoted to teaching foreign languages
and training teachers. Currently, she is designing topic-based units to teach
Spanish as a second language to adults.She is also the head of the Capacitación
y Desarrollo in Medanito S.A., an oil and gas company with its headquarters in
B.A city.
For further information: contact: info@athome-buenosaires.com / athome.buenosaires@gmail.com / or call (011) 4833 -2965
-----------------------------------------------------------
12.- CURSOS EN
Our dear SHARER Patricia Garcia Cés has sent us all
this invitation:
Cursos de
Extensión Universitaria 2007 –Universidad del MuseoSocial Argentino
Av. Corrientes
1723 - C1042AAD - Ciudad de Buenos Aires
Informes e
Inscripción: (54-11) 4375-4601 -- E-mail: informes@umsa.edu.ar
Taller
de Traducción: “Translating Neologisms Successfully”
Disertante: Trad.
Patricia García Ces
Destinatarios:
Traductores, intérpretes, profesores de inglés, estudiantes de las carreras de
traductorado, interpretariado o profesorado en inglés, y demás profesionales de
la lengua interesados en la traducción.
Objetivos:
• Proporcionar
pautas prácticas para la detección, análisis y correcta traducción de
neologismos en inglés de diversas áreas, tanto de textos periodísticos como de
divulgación y especializados.
• Producir y
discutir traducciones propias (individuales y grupales) de diversos tipos de
palabras y términos neológicos en sus respectivos contextos discursivos.
Duración: 6 hs (3
encuentros de 2 hs. c/u).
Fecha: Martes 15,
22 y 29 de mayo, de
Arancel: $ 85.-
Transponiendo
fronteras: Técnicas de Traducción
Disertante: Lic.
Norah Marcela Azúa
Dirigido a:
Traductores, intérpretes y estudiantes de las carreras de traductorado e
interpretariado en idioma inglés, así como otros profesionales de la lengua que
brinden servicios de traducción o interpretación.
Objetivos:
Enseñar técnicas teórico-prácticas que puedan utilizarse para realizar
traducciones idiomáticas de textos técnicos, científicos o literarios del/al
inglés.
Contenidos:
Traducción
literal vs. traducción idiomática.
El uso de la
transposición en traducción.
Duración: 4 hs (2
encuentros de 2 hs. c/u). Viernes 20 y 27 de abril de
Arancel: $ 50.-
Interferencias
Lingüísticas en Traducción
Disertante: Lic.
Norah Marcela Azúa
Dirigido a:
Traductores, intérpretes y estudiantes de las carreras de traductorado e
interpretariado en idioma inglés, así como otros profesionales de la lengua que
brinden servicios de traducción o interpretación.
Objetivos:
Reconocer interferencias lingüísticas que impidan la traducción idiomática de
textos técnicos, científicos o literarios del/al inglés.
Contenidos:
Interferencias
lingüísticas: régimen preposicional/impropiedades léxicas/ calcos/préstamos/uso
del gerundio/ tiempos verbales/ colocaciones.
Duración:
4 hs (2
encuentros de 2 hs. c/u). Viernes 1 y 8 de junio de
Arancel: $ 50.-
------------------------------------------------------------
13.-
POSTGRADUATE COURSES AT UNIVERSIDAD NACIONAL DE
Facultad de
Humanidades y Ciencias de
Metafiction:
expanding the boundaries of literature
Nivel del Curso:
Posgrado
Tipo de Cátedra: Seminario
Prof. Jeff Williams
Inicio: 3 de mayo
/ Término: 5 de mayo. Seminario Intensivo
Coordinadora.
Julieta Amorobieta y Vera
Carga horaria: 30
hs.
Contenidos:
-Contenidos (agrupados en unidades temáticas): Beginnings: Gass coins the term
"metafiction." Some
early examples of metafiction; Tristram Shandy and metafictional aspects of
Chaucer and Shakespeare. Metafiction through the Romantic period. Metafiction
in the 1960s: John Barth, Vladamir Nabokov, and Kurt Vonnegut.Poetic
metafiction: The Miner's Pale Children.Feminism and metafiction.Autobiography
and metafiction. African-american metafiction and the art of story-telling.
Other forms of literature: Metafiction on TV, in comics and film.
Aulas y Horarios:
Horarios: de
Semiótica de los
discursos
Nivel del Curso:
Posgrado
Tipo de Cátedra: Seminario
Prof. Sonia Sanchez
Inicio: 11 de
junio / Término: 16 de junio (intensivo)
Carga horaria: 30
hs.
Contenidos:
Problemática semiolinguistica I. Módulo 1. Semiótica. Diferentes definiciones
de la semiótica. Semiótica y semiología (Charles S. Pierce y Ferdinand de
Saussure).
Correo
Electrónico:
carreraspos@fahce.unlp.edu.ar
Aulas y Horarios:
Días y horas de
dictado: 11 de junio: de
Para inscribirse
o solicitar mayor información haga click aquí
Teléfono: 54 221
423 0125/29 int. 16
Correo
Electrónico: carreraspos@fahce.unlp.edu.ar
Dirección Postal:
48 entre 6 y 7 6to piso
------------------------------------------------------------
14.- INELEP COURSE ON COMMUNICATIVE COMPETENCE
Our dear
SHARERS at INELEP Project, Inglés en
Course on Communicative
Competence
A course for teachers of English approved
by Red Federal de
Formación Continua – Puntaje 0,20.
This four day course will focus on:
Teaching phonology
Reading, writing, speaking and listening
How to teach grammar and vocabulary embedded in lesson planning
Theoretical background as regards communicative competence
Practical ideas for teaching practice
Lecturer: Lic. Ana Kuckiewicz
Ana is a graduate teacher of English from
Universidad Tecnológica Nacional where she is currently a Lecturer in Didáctica
II. She holds a 'Licenciatura
en Inglés' from Universidad Nacional del Litoral.
Venue Colegio
Florentino Ameghino
C. M. de Alvear
1144 - Florida - Buenos Aires
Dates 5th May, 19th May, 9th June & 30th June
Time 9.15 am to 4.45 pm - Fee $25.00
It includes course material and certificate.
For further information and registraton (011) 5077-3975 / 4666-5202
------------------------------------------------------------
15.- COURSE ON COGNITIVE DEVELOPMENT IN
A.P.I.S.C. Asociación de Profesores de Inglés de Santa Cruz invite all SHARERS to their professional development course on Cognitive Development
Cognitive Development and differences between children and adolescents:
how to adapt assessment, discourse development and creative writing.
Topics:
Assessment and cognitive development: What we can expect from Young Learners: What we can expect from Teenagers: Testing and Assessment: basic guidelines to evaluate (and write) tests. What children are being tested on. Analysis of existing tests. Appropriacy in language testing. Love ‘em, hate ‘em: the teenage class.
Discourse development: how children start speaking in a foreign language: Code-switching, analogies and borrowings. Why children mix the two languages. Why teachers punish code-switching. Elements of discourse that can be taught (and others that can’t).
Creative writing in the classroom: Different techniques to boost your children’s writing power. The role of the foreign language in the development of writing discourse. The use of referential and representational materials (literature with a small ‘l’).
Speaker: Laura Renart, MA
May 18th: 18:30 – 21:30
May 19th: 09:00 –
13:00 & 15:00 – 20:00
Instituto Salesiano
de Estudios Superiores Fagnano 142 - Río Gallegos - Santa Cruz
Further
Information: aldanaboidi@speedy.com.ar
------------------------------------------------------------
16.- NEWS FROM THE
Our dear
friend Alfred Hopkins has sent us these announcements:
The
There will
be a good old fashioned "tea party" at the Owl English Institute in
Barracas, with presentation of the recently published reader on May 2nd at 7
p.m. For details please contact us: hopalfred@gmail.com
"Donde hay
humo, hay carroña" un espectáculo multi-media escrito y dirigido por
Alfred Hopkins, se presenta el sábado 28 de abril a las 20:30 horas en Medrano
645. Entrada $15 pesos. Informes e reservas: 15 62521028 y 4865 5596.
"Malvinas:
islas de memoria," un espectáculo de Julio Cardoso, se presenta a las 18
horas los jueves, viernes, sábado y domingo en la sala Villa Villa del Centro
Cultural Recoleta, con un elenco de ocho actores, incluyendo Alfred Hopkins
como "el inglés." Entrada gratis.
Please take
note of our new online blog magazine: http://jaquematepress.blogia.com and a new mail service: hopalfred@gmail.com
------------------------------------------------------------
17.- WORKSHOP ON STORYTELLING IN A SECOND LANGUAGE
Our dear SHARER, Fabiana Parano, writes to us:
Storytelling in a Second Language
By Fabiana Parano
New Date: June 1st, Friday, 6.00 to 8.30 pm: Caballito (Mario Bravo 357 2K). Enrolment: 5.45 pm
The story as THE STAR overriding the characters and narrator
The narrator as a re-creator of the story (the narrator and the teacher)
In search of the characters
Constructive Principles of Storytelling:
Choosing a story
Adapting a story
Getting to know about the author
Narrating in a second or foreign language
Rehearsals, rehearsals, rehearsals!
How to “cook” it:
Finding support in other versions
The final adjustment
The top of the iceberg (the text and the subtext)
The use of humour
Forms of echoing
Giving each character an identity
A focus on body language
Pleasure as a drive to the creation of movements
Establishing a bond with the audience
Storytelling for children
Storytelling for adults and the Language Ego
When and Where?
May 19th, Saturday, 10.00 to 12.30 pm:
Belgrano (Arcos 1786
Certificates of attendance will be issued
Material included - Raffles at the end
Cost: $25
For enrolment and further information, contact: fabianaparano@hotmail.com or call: 4784-9616 or 15 4187-2017
------------------------------------------------------------
18.- CURSO SOBRE CINE CLÁSICO NORTEAMERICANO
Grandes directores
del Cine Clásico Norteamericano
Alfred Hitchcock, John Ford, Howard Hawks y Frank Capra
Funcionamiento de
los módulos: Formato en módulos El curso está dividido en diez módulos
mensuales. Cada módulo se abona por separado y el alumno podrá incorporarse a
partir del comienzo de cualquiera de ellos. Estos módulos están conectados
entre sí en muchos aspectos pero, al cambiar de autor cada dos de ellos y al
pasar films completos en cada caso, también funcionan de forma independiente
para que al incorporarse nuevos alumnos puedan disfrutar sin problemas el curso
y los temas que allí se tratan. Dinámica de las clases Cada encuentro consiste
en una explicación teórica sobre el director y el film, la exhibición completa
de un largometraje en DVD en pantalla grande y luego un análisis posterior y
charla debate sobre lo visto y nuevas informaciones sobre su realización. Si
bien los films de la cursada pueden cambiar, se mantendrán las fechas, el orden
de los autores y la cantidad de films a exhibir.
Contenido del
curso
Módulo 3. Mayo.
Alfred Hitchcock, primera parte
Corresponsal
Extranjero (Foreign Correspondent, 1940)
Tuyo Es Mi
Corazon (Notorious, 1946)
Pacto Siniestro
(Strangers On A Train, 1951)
Módulo 4. Junio.
Alfred Hitchcock, segunda parte
Vértigo (Vertigo,
1958)
Intriga Internacional (North By Northwest, 1959)
Psicosis (Psycho,
1960)
Los Pajaros (The
Birds, 1963)
Módulo 5: Julio.
John Ford, primera parte
Viñas De Ira (The Grapes Of Wrath, 1940)
Que Verde Era Mi
Valle (How Green Was My Valley, 1941)
Sangre De Heroes
(Fort Apache, 1948)
Módulo 6: Agosto.
John Ford, segunda parte
Caravana De
Valientes (Wagonmaster, 1950)
El Hombre
Tranquilo (The Quiet Man, 1952)
Mogambo (Mogambo,
1953)
Un Tiro En
Módulo 7: Septiembre. Howard Hawks, primera parte
Solo
Ayuno De Amor (His Girl Friday, 1940)
Tener Y No Tener (To Have And Have Not, 1944)
Al Borde Del
Abismo (The Big Sleep, 1946)
Módulo 8:
Octubre. Howard Hawks, segunda parte
Vitaminas Para El
Amor (Monkey Business, 1952)
El Deporte
Favorito Del Hombre (Man's Favorite Sport?, 1964)
El Dorado (El
Dorado, 1966)
Módulo 9:
Noviembre. Frank Capra, primera parte
Horizontes
Perdidos (Lost Horizon, 1937)
Vive Como Quieras (You Can't Take It With You, 1938)
Caballero Sin Espada (Mr. Smith Goes To Washington, 1939)
Juan Nadie (Meet John Doe, 1941)
Módulo10:
Diciembre. Frank Capra, segunda parte
Arsenico Y Encaje
Antiguo (Arsenic And Old Lace, 1944)
Que Bello Es
Vivir! (It's a Wonderful Life, 1946)
Para realizar
este curso no se requieren conocimientos previos sobre aspectos técnicos,
históricos o teóricos sobre cine.
Días: Jueves - Horario:
Fechas: A partir
de Marzo 8, 2007
Este curso es
dictado por el crítico y especialista Santiago García
Dirección: Virrey
Olaguer y Feliú 2725. Buenos Aires.
Costo del curso:
$ 110.-
Para
inscripciones o consultas: cursos@leercine.com.ar
Tel. 15-4049-9894
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19.- NEWS FROM THE EXTENSIVE
Our dear SHARER Philip Prowse has sent us this
message:
Every year, the Extensive Reading Foundation
recognizes the best new
graded readers in English. The finalists for the 2007
Language Learner
Literature Award were announced at the IATEFL Conference
in
The ERF solicits teachers with students who can help
evaluate the
finalist books. This year the Award will be given in
four categories:
Young Learners, and three categories for Adolescents
& Adults:
Beginners, Intermediate, and Advanced.
In cooperation with the publishers, the ERF will
arrange for two
copies of each finalist book in one category to be
sent to ten
teachers per category who meet the following criteria:
1) The teacher or school has an extensive reading
class or program in
place to which the supplied titles can be added.
2) Students can read, evaluate and vote for the books
by the July 20
deadline.
Students who read all the books in the category may
directly cast
their vote at the URL at the end of this message.
Alternately, groups
in the class, or the class as a whole may discuss the
merits of the
books and cast a group vote.
To apply, send your request to trobb@cc.kyoto-su.ac.jp
stating the
category for which you apply, with a brief description
of your class,
the number of students and their general reading
level. Include your
postal mailing address and contact telephone number.
In the event of
more than 10 teachers applying in one category, we
will select for
balance of country and geographical area. Preliminary
decisions will
be based on requests received by May 5, 2007 but
requests after that
date will still be honored for any categories that
have fewer than 10
recipients.
We apologize that the timing of this announcement may
preclude the
participation of classes in parts of the world where
the school year
is about to close.
The finalist books in each category are:
Young Learners (3 books):
"The Boy Who Burped Too Much" (Stone Arch
Books); "The Goose Girl"
Classic Tales Elementary 2 (
Dancing Princesses" Classic Tales Elementary 2
(OUP).
Adolescents and Adults
* Beginners (3 books): "Blog Love"
Scholastic Readers Starter Level
(Mary Glasgow/Scholastic); "Let Me Out"
Starter Level (
Easyread Level One (Black Cat).
* Intermediate (4 books): "Crossroads to
Love" Teen Readers Level 3
(Aschehoug/Alinea); "The No. 1 Ladies' Detective
Agency" Penguin
Readers Level 3 (Pearson); "Rabbit-Proof
Fence"
Library Stage 3 (OUP); "Strong Medicine"
Level 3 (CUP).
* Advanced (2 books): "The Age of Innocence"
Bookworms Library Stage 5
(OUP); "
See http://www.erfoundation.org/ for further
information about the LLL
Award and how you may order your personal copies of
the finalist books.
-----------------------------------------------------------------------
Procesos
en
Dra. Ana María
Morra de de
Destinatarios:
Profesores, traductores y licenciados en inglés o con título equivalente.
Fechas: 4, 5, 18
y 19 de mayo de 2007
Horario:
Duración: 40
horas reloj
Créditos: Dos (2)
Modalidad:
Presencial (80 % de asistencia)
Costo: $220
Material de
lectura previa
Escenas
de
Curso de posgrado
en Inglés - Res. HCD 232/06
Magíster Miriam
Carballo
Fechas: 17, 18 y
19 de mayo
Horario: Jueves:
de
Carga horaria: 20
horas - 1 (un) crédito
Modalidad:
Presencial
Costo: $110
Informes e
inscripción: Secretaría de
Secretaría de
Posgrado - Av. Vélez Sársfield 187 – Terraza, 1º piso – CP 5000 – Córdoba-
Argentina
------------------------------------------------------------
We keep on receiving messages with feedback on the new format. Here is one from a very dear friend and SHARER:
Dearest
Omar & Marina,
The technological "modernisation" of your website has already borne
fruit - I find it ever so academically serious (as always), more dynamic,
definitely more user-friendly, and more upgraded in its vast architecture...Ha!
I already sound like a cybernaut! And thanks to you! I wish you all the best in
this new "virtual enterprise" you've embarked on!!!
From
cyberspace, regards to you two and to all SHARERS.
Prof.Nancy Luján
Fernández (Buenos Aires, Argentina)
HAVE A
WONDERFUL WEEK
Omar and
Marina.
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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.
------------------------------------------------------------------------