SHARE
An
Electronic Magazine by Omar Villarreal and Marina Kirac ©
Year 9
Number 184 February
19th 2008
12,478 SHARERS are reading this issue of SHARE this week
__________________________________________________________
Thousands of candles can be lighted from a single candle, and the life of the
candle will not be shortened. Happiness never decreases by being SHARED
__________________________________________________________
Dear SHARERS,
Even when there is still some time to go before the actual
beginning of classes, we can hardly say that the school year has not started.
Most of us are already busy with exams, department meetings, institutional
sessions of one sort or another and, obviously, planning the school year ahead.
In this latter respect, this process of planning is faced with due
“anticipation” in more than one sense. Let us resort to our good old chum, the
dictionary, to make our point stronger:
Anticipation:
1. the act of anticipating or the state of being
anticipated.
2. realization in advance; foretaste.
3. expectation or hope.
4. previous notion; slight previous impression.
5. intuition, foreknowledge, or prescience.
All these rolled into the single act of selecting
and organizing contents, choosing materials, designing activities, making up
our minds on what we expect our students to achieve and how we are going to
appraise it and a number of other concerns. And all this, in most cases,
without even knowing who we are going
to teach this year and, very often, facing the pressure of those punctilious
school heads who strongly believe in never
leaving for tomorrow what you can don today (or, can you?) and want to have
all our plans on file before the lessons start. Just one more example of the
contradictory nature of the school system of Argentina that, one the hand,
demands of us, teachers, that we should
make all conceivable efforts to personalize our teaching and, on the other
hand, force us to plan in advance for an illusionary group of students that we
wish (only wish) to construe as a motivated bunch eager to learn and with a
solid basis on what they are supposed to have covered in the previous years of
schooling. Let us, then, keep our plans as concise and realistic as possible, as
there will always be time to add more if needed (and that nobody is going to object) and try to reach agreements with
the other teachers in the area. After all a
school is a school, a community of academic interests, not a shopping mall
where the owners of the different shops (classrooms) run their own businesses
the way they like never minding what happens to their neighbours (the other
teachers in the other classrooms).
Love
Omar and Marina
PS: The Call for papers for the 2008 SHARE
Convention “Solutions for ELT” is already out. Only five proposals will be
chosen this year, the rest of the roster will be occupied by guest speakers.
If you wish to send a preliminary proposal, we
strongly advise you to write to omarvillarreal@speedy.com.ar
for more details.
You can find more information about the final shape
of the proposals (after the preliminary offer has been accepted) at: http://www.shareeducation.com.ar/congresses/HOWTO/call.htm
And details of our Academic Committee can be found
at:
http://www.shareeducation.com.ar/2007/elt_horizon/academic.htm
The SHARE Convention will be held in the City of
Buenos Aires on Thursday 7th and Friday 8th of August
and, as customary, there will be a pre-convention seminar (at no extra charge)
on Wednesday 6th of August. More news to come.
______________________________________________________________________
In SHARE 184
1.- Are First
and Second Language Acquisition Comparable Processes?
2.- El proceso de construcción de la
escritura
3.- Advanced Vocabulary in Context: Our Daily Bread (
4.-
The Programme for the Annual
Conference on Applied Drama 2008
5.- 15th
ADVICE Summer Seminar
6.- Especialización
en Enseñanza/Aprendizaje de Lenguas en
7.-
Macmillan Seminar on Teaching Young
Learners
8.- Seminars for English Professionals in
9.- Seminario
de Actualización Profesional para Traductores
10.- Worshops for Teachers at “At Home”
12.- Previews of On the
Road Theatre Company
13.- Maestría en Culturas y
Literaturas Comparadas en
14.- KEL
Seminars at the British Arts Centre
15.- Good News from E-teachingonline
16.- Prática de Ensino:
aprendizagem de inglês com foco na autonomia
17.- New
Website of Escuela De Lenguas (UNLP)
18.-
News from
19.- New
'Poems on the Underground'
20.- Conferencia
sobre Juego y Desarrollo Integral en
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1.- ARE FIRST AND SECOND LANGUAGE ACQUISITION COMPARABLE PROCESSES?
Are First and Second Language Acquisition Comparable
Processes? Arguments for the Non-Equivalence of L1 and L2 Learning*
Enric Llurda Gimenez
Universitat de Lleida
ABSTRACT. This
paper discusses some of the main approaches to the study of second language
acquisition and their implications with regard to the issue of whether L2
learning is essentially a similar process to LI learning or a different one.
After discussing three theoretical approaches that could be used as support for
an equivalence position (i.e. Monitor Theory, Cognitive Theory, Universal
Grammar), three other approaches (i.e. inaccessibility of Universal Grammar in
second language acquisition, Language Transfer, and the Linguistic
Interdependence Hypothesis) are argued to constitute stronger evidence for the
distinctiveness of L2 acquisition and its non-equivalence to LI acquisition.
KEYWORDS. Second
language acquisition, LI acquisition.
RESUMEN. Este
articulo presenta algunas de las principales propuestas tedricas en el estudio
de la adquisicion de una segunda lengua, con el fin de ver si se puede tomar
partido acerca de si cabe considerar la adquisicion de L2 como un proceso
esencialmente identico o distinto de la adquisicion de LI. En primer lugar se
presentan aquellas posiciones tedricas que podrian constituir evidencia de una
equivalencia entre el aprendizaje de
PALABRAS CLAVE. Adquisicion
de segundas lenguas, adquisicion de LI.
The question of whether LI and L2 acquisition are comparable processes or
rather different ones is one of the main theoretical problems that underlie the
study of second language acquisition. Much of the research conducted on L2
acquisition processes assume either one of these two conflicting approaches
without further addressing the central discussion of what evidence exists to
support one or the other. In this article, I intend to present some of the
empirical and theoretical bases for each position, before concluding that the
'difference' approach is the one that currently looks as the most plausible
one.
1. L1 AND L2 LEARNING AS COMPARABLE PROCESSES
The position that Ll and L2 learning are comparable processes is shared
by three groups of clearly differentiated researchers. First, there are those
who endorse the principles of the Monitor Theory envisioned by Krashen (1982,
1985). Next, we may find most researchers working within the framework of
cognitive psychology (McLaughlin 1987, 1990; Bialystok 1988). The third group
is formed by those who stand for a nativist theory of second language
acquisition, and more particularly those who embrace a Universal Grammar (UG)
theory (Gregg 1989; White 1996; Flynn 1991; Finer & Broselow 1986).
1.1. Monitor Theory
Krashen built this theory around five different hypotheses (Krashen 1982,
1985), which were all based on the basic assumption that second language
acquisition was nothing but a late repetition of first language acquisition,
with some differences in the amount and the quality of input received by adults
and children, as well as some differences regarding the position (either up or
down) of the "affective filter" in the learner's mind. These two
types of differences would account for the different outcomes of adult and child
language acquisition. What would remain unaltered, according to Krashen, would
be the internal language processing system and the mechanisms used for the
acquisition. Input would therefore be the key element for language acquisition,
and would be responsible for the final level of proficiency in the second
language, regardless of any action taken by the acquirer, such as conscious
study and analysis of the target language.
One very controversial aspect of Krashen's theory has been the postulated
distinction between learning and acquisition, which he argued to be two clearly
distinct processes. If we accepted this distinction, only the latter would be
comparable to first language acquisition, since Krashen defined learning as a
completely different process, in which consciousness took an active
participation. Those researchers working within this framework would say that
second language acquisition is like first language acquisition, but only those
people who develop knowledge of a second language in the same manner as they
did with their first language can be considered second language acquirers, in
opposition to second language learners. The previous statement is quite a
circular argument, as critics of the Monitor Theory (notably McLaughlin 1987)
have pointed out.
1.2. Cognitive
Theory
Researchers working under the cognitive tradition of psychology maintain
that there is no reason to create a distinction between learning and
acquisition, or even between language learning and the learning of any other
skill. McLaughlin (1987, 1990), Bialystok1 (1988) and Johnson
(1996), among others, argue that there is one single cognitive mechanism of
incorporating knowledge, which is applied to any kind of knowledge, whether it
is a foreign language or, say, the ability to play the piano. Ellis (1990: 176)
outlines the main purpose of cognitive theory applied to language learning as
being able to answer three basic questions:
i. How is knowledge initially
represented?
ii. How does the ability to use
this knowledge develop?
iii. How is new knowledge integrated into the learner's existing
cognitive system?
´
With regard to the initial representation of knowledge, this is realised
by first incorporating selected items from the environment into short-term
memory, and then transferring some of this information into long-term memory.
Previous knowledge, degree of attention to the feature, repetition, and
motivation or interest in a particular feature will be responsible for the
transfer of some items into long-term memory and the non-transfer of some
others.
The ability to use knowledge that is already represented in the mind will
depend on two dimensions: the control/analysis dimension, and the
automatic/procedural one. These two dimensions will determine the fluency
(automatic) and accuracy (analysis) of a speaker, and they may be developed
independently, although the ideal state is for them to develop in a balanced
progression (
Finally, the integration of new information into the existing cognitive
system involves the use of a strategy called 'restructuring', by means of which
the organization of knowledge is constantly modified in order to accommodate
new items that may not totally fit into the existing pattern (McLaughlin 1990).
This theory views L2 learners as no different from LI speakers, except
for the amount of knowledge of the language incorporated into the short- and
long-term memory, and its degree of integration into.the existing cognitive
system. LI speakers are normally able to retrieve information more automatically
-and have a larger data-base of items- than L2 speakers, although there is no
reason for a L2 learner not to develop a second-language system comparable to
that of a native speaker.
1.3. Universal
Grammar Theory
Many linguists would subscribe to the claim that children learn their
first language due to the existence of an innate Universal Grammar in their
mind. The main argument to support this claim is the apparent ease with which
children learn their first language in spite of their mental immaturity and the
deficiencies of the language they are exposed to. Chomsky pointed out the
paradox of learning such a complex system with such a limited set of capacities
and imperfect external conditions:
"A consideration of the character of the grammar that is acquired,
the degenerate quality and narrowly limited extent of the available data, the
striking uniformity of the resulting grammars, and their independence of
intelligence, motivation and emotional state, over wide ranges of variation,
leave little hope that much of the structure of language can be learned by an
organism initially uninformed as to its general character."
(Chomsky 1965: 58)
Nevertheless, such wide agreement vanishes when we get to the acquisition
of a second language, and the positions tend to be more divergent and
confronted. On the one hand, we have those scholars who maintain the centrality
of UG in second language acquisition (Gregg 1989; White 1989; Flynn 1991). On
the other hand, there are those who argue that UG is not fully implicated in
SLA (Bley-Vroman 1989; Birdsong 1992; Schachter 1996a), although the exact role
of UG -whether it is only partially active or no active at all- and the reasons
why it is not as central in second language acquisition as it is in first language
acquisition are still under dispute.
Skehan (1998) summarises divergent positions within UG theroy with regard
to
(1) UG is
still functioning, in the second language case, in exactly the same way as in
first language
(2) UG is
completely unavailable for the second language learner
(3) UG is
essentially inoperative in the second language case as a system which can
be newly engaged, but the effects from its operation in first language
acquisition
are still available.
(Skehan 1998: 78)
Gregg (1989) bases his claim for the use of a generative approach in the
study of second language acquisition on the sound internal coherence and
formality of generative grammar over more discourse-based approaches. He argues
against what he calls reductionist explanations such as Skinner's (1957), and
discourse-functional approaches to language -as the one taken by Givon (1985)-
which in general "attempt to show that phenomenon X is nothing more than a
special case of phenomenon Y, and that X is thus explained if Y is explained"
(Gregg 1989: 25). Gregg's argument against those reductionist explanations is
that they do not contribute to the consolidation of SLA theory, and that it
makes more sense to consider language as a system independent from any other
human knowledge or ability.
Finer & Broselow (1986) showed that there is long-distance reflexive
binding even in those cases were such binding does neither exist in the
learners' first language grammar nor in the L2 input. This evidence was used to
claim there is direct access to UG by adult second language learners, which
eventually would take us to the acceptance of the essential similarity between
LI and L2 learning.
As Skehan (1998) concedes, accepting the existence of a fully-active UG
in second language learning "would make important links between second
language acquisition and linguistic theory", which is one of the main
goals of many
2. ARGUMENTS FOR THE DIFFERENCE BETWEEN LI AND L2
LEARNING
This paper takes position for the essential difference between LI and L2
acquisition, and this section presents three different arguments that can be
put forward to prove the different characteristics and condition of
2.1. Inaccessibility of UG in
A position which has contributed highly valuable proposals to the debate
on second language acquisition is Bley-Vroman's (1989), in which the so-called
"logical problem of foreign language learning" is described as the
paradox of having to explain "the quite high level of competence that is
clearly possible in some cases, while permitting the wide range of variation
that is also observed" (Bley-Vroman 1989: 50), which leads the author to
proposing the Fundamental Difference Hypothesis (FDH). This hypothesis accounts
for the existence of two separate mechanisms in LI and L2 acquisition, and it
claims that a child's language acquisition system is made up of: a) Universal
Grammar; and b) a Specific Language Learning Procedure. The adult, however, is
claimed to make use of: a) Native language knowledge, in order to create
"a kind of surrogate for Universal Grammar"; and b) a General
Problem-Solving System. These two differing mechanisms (LI for UG, and General
Problem-Solving System for Specific Language Learning Procedure) explain the
differences between L2 and LI acquisition, as well as why L2 learners are so
different among themselves in terms of final success, regardless of the
uniformity or variety of conditions in which they may learn the L2.
Bley-Vroman thus provides a quite elegant explanation for the well-tested
phenomenon of the influence of the LI in the formulation of hypotheses about
the L2. Broselow & Finer (1991) similarly claim that both UG and native language
interact in the formulation of hypotheses by the second language learner:
"It appears at this point that the 'learning module' in L2
acquisition accesses the same grammatical principles and markedness
relationships that are available to the child learning a first language.
However, rather than beginning with the least marked setting for a given
parameter, as children are assumed to do, these results at least suggest that
adult learners of a second language appear to transfer their NL parameter settings,
in both phonology and syntax, regardless of whether the LI setting is more or
less marked than the L2 setting".
(Broselow & Finer 1991: 55)
The above quote illustrates the authors' attempt to acknowledge the
mediating role of LI in second language acquisition without giving up their
attachment to the UG approach. In a similar vein, Coppieters (1987) concludes
his empirical study with native and very competent non-native French speakers
that NSs and NNSs develop "significantly different grammars" (Coppieters
1987: 565). The particularity of his claim resides in the explanation of the
nature of this difference. Apparently, NNSs and NSs are most similar in areas
normally considered within UG, whereas the greatest divergence is those areas
traditionally covered by functional grammar. Coppieters' results are somehow
puzzling, since they present second language learners as unable to reach the
same level -or even a comparable type- of competence as first language
learners. However, the author concludes that the results in those linguistic
areas that can be considered within UG are comparable for both LI and L2
speakers. Therefore, the contradiction is evident between claiming that UG is
equally active in both LI and L2 learning, and simultaneously affirming that L2
learners have a different set of intuitions about the language from LI
learners.
One may not comment on Coppieters' paper without mentioning Birdsong's
(1992) critical review and replication study. Birdsong's main criticisms
concerned some methodological decisions in Coppieters' study, as well as the
limited face validity of some results that were crucially used by Coppieters in
raising his claims. In essence, Birdsong's position is that: "the
Coppieters study must be viewed with some skepticism. At the very least, it
should be evident that the two main questions of maturational effects in L2A
-whether there are competence differences between NNS and NS, and if there are,
which linguistic domains are affected- remain open" (Birdsong 1992: 716).
One interesting finding reported by Birdsong is that some non-native
speakers performed within the range of native speakers, which was in
contradiction with findings by Patkowski (1980), Coppieters (1987), and Johnson
& Newport (1989). Therefore, Birdsong claimed that it is possible for
non-native speakers to reach native-like competence. The discussion on ultimate
attainment in second language acquisition is still open to enquiry (see the
works included in Birdsong (1999) for a recent selection of studies and discussions
on this topic), but regardless of whether some learners can eventually reach a
native-like pronunciation, grammar, discourse, etc., Bley-Vroman's claims of
the inherently different processes involved in LI and L2 learning remain
well-argued and very convincing.
With regard to the role played by UG in second language learning,
Birdsong states that "the data relevant to the locus of maturational
effects do not support the idea that UG-type structures enjoy a privileged
immunity" (1992: 743). He, as many others, rather disregards UG as being
involved in second language acquisition. As it has already been pointed out
elsewhere (Schachter 1996b; Selinker 1996; Llurda 2000), applying a model like
UG, which was conceived as a model that could contribute to the analysis and
exploration of monolingual first language acquisition, to second language
acquisition has brought some problems that can only be attributed to the
divergence in nature between LI and L2 learning. Instead, it is quite clear
that considering these two processes as separate will help clarify the role of
UG in language learning.
2.2. Language
transfer
If one linguistic phenomenon is characteristic and exclusive of L2
learning, that undoubtedly is language transfer. Research seems to confirm that
some sort of language transfer or cross-linguistic influence does really exist
in
The importance attached to language transfer in the description of second
language acquisition has greatly varied along the short history of
2.3. Linguistic
interdependence in bilingual speakers
The linguistic development of bilingual students has been extensively
treated in the literature of the last 25 years. Lambert (1974) distinguished
between additive and
subtractive bilingualism, on the basis of the interrelation between
bilingual competence and the dominance of the languages in question. Additive
bilingualism appears when speakers' incorporation of a new language does not
produce any negative effect on the LI; in that case, attitudes towards the
languages and the communities involved are positive, and improvement in one
language benefits the other. This is observable in Canadian immersion programs,
in which students belonging to the high prestige ethnolinguistic group (English
speakers in
Lambert's (1974) distinction was followed by several proposals that
attempted to explain the relations between the development of LI and L2, but
none was as widely supported as Cummins' (1979) idea of "linguistic
interdependence". According to him, as far as the instruction in language
X is effective in promoting competence in that language, transference of this
competence onto a language Y will happen whenever there is an adequate exposure
to Y, either at school or in a naturalistic environment, plus an adequate
motivation to learn this language Y The linguistic competence of bilingual
speakers is considered to be interdependent, that is, competence in LI and L2
are closely related. In other words, the competence reached in a given language
X is dependent on the competence reached in language Y, provided there is
enough input and motivation to learn language X. The hypothesis assumes the
existence of a common underlying competence in LI and L2 that enables the
transfer of skills from one language to another. This hypothesis, although
still controversial2, has been supported by several studies (Cummins
1991; Arnau 1992; Verhoeven 1994; Durgunoglu 1998; Huguet, Vila & Llurda
2000).
In addition the concepts of interdependence and transfer that appear more
or less implicit in the hypothesis have been largely supported by many other
studies. Among them:
-
studies that analyze the results of bilingual
education programs (Cummins &
Swain 1986; Genesee et al. 1986; Lasagabaster 2000)
-
studies that relate age of arrival of immigrant
students to
Johnson & Newport 1989; Flege 1999)
-
studies that relate the use of two languages to
cognitive development and
academic success (Johnson 1991; Cenoz & Valencia 1995)
-
studies about the relations between competence in LI
and L2 (Lambert &
Tucker 1972; Cummins 1991)
One very clear implication of invalidating the independence of the two
linguistic systems of bilingual speakers is that only in the case that LI and
L2 were stored separately could we claim that their learning processes were
equivalent, since they were both occupying an empty space in the mind. Once we
admit there is some kind of connection or interdependence between the languages
of a bilingual person, then we have to support the idea that learning the L2 is
somehow mediated by the LI, and therefore the processes of learning one and the
other are essentially different.
3. Conclusions
Based on what has been said above, it must be concluded that LI and L2
learning are clearly different processes, and therefore attempts to transfer
findings and expertise obtained from research on the acquisition of LI onto L2
acquisition are deemed to fail, or at least will surely lead to misconceptions
on the nature of second language acquisition, as research will be guided by a
biased account of what it means to learn a second language.
A great number of theories of second language acquisition have been
proposed so far, but research is still a long way from being close to finding a
definitive answer to the question of how a second language is learned. In the
meantime, we can rely on the pieces of evidence we have available in order to
assert the distinctiveness and originality of this complex and fascinating
process.
Implications for second language teaching are clear, as it has been
sometimes claimed that second languages should be taught in a way that closely
reproduced the pattern of first language acquisition (e.g. teachers should
respect the "silent period" of learners). Concluding that L2 is a
completely different process forces us to disregard such approaches to language
teaching and rather embrace a methodology and a set of teaching activities that
makes the most out of what the learner already knows (i.e. the LI) and exploits
to the maximum the language awareness potentiality of the learners.
Notes
·
I am grateful to Josep M. Cots and Lurdes Armengol
for their comments. Errors and short comings are exclusively my own.
·
1.
of information from one to the other. This model was considerably changed in
her 1988 paper, which is the one quoted above.
2. De Houwer
(1995) argues that the question of whether the two languages of a bilingual
child are stored separate or together is far from settled, and further claims
that bilingual children do not take excessively different paths from those
taken by monolingual children. She concludes that "much remains to be
discovered" (1995: 249), which mirrors the still tentative stage at which
we are when dealing with the issue of bilingual language acquisition.
References
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Sharwood
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Revista española de lingüística aplicada, ISSN 0213-2028, Vol. 14, 2000‑2001 , pags. 259-270
http://dialnet.unirioja.es/servlet/articulo?codigo=871305
© 2001-2008 Universidad de
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2.- El proceso de
construcción de la escritura
El proceso de
construcción de la escritura
Marta Braylan
Especialista en Psicopedagogía. Asesora Pedagógica
en escuelas de gestión privada.
Dolores Bereterbide
Profesora de Nivel Inicial. Docente en escuelas
de gestión privada
Introducción
Resulta difícil observar el proceso de escritura de una lengua extranjera
cuando se aplican enfoques tradicionales de enseñanza de idiomas. En estos
casos, los alumnos copian y completan ejercitaciones y rara vez realizan
escrituras espontáneas generadas a partir de la necesidad de comunicar o
expresar una idea. Por lo tanto, lo que generalmente se observa es la mera
copia de dictados, o textos adaptados para enseñar estructuras gramaticales en
una determinada secuencia. En esas oportunidades,
el proceso de escritura que vemos es mucho más lento, artificial y
pautado.
Sin embargo, Krashen (1985) y
McLaughin (1984) concluyeron en sus investigaciones que la adquisición de una
segunda lengua se desarrolla mejor cuando, del mismo modo que sucede con la
primera, el aprendizaje se realiza en contextos donde la fuerza central de
motivación es la negociación de significados y no la corrección de
De acuerdo con estas ideas
orientadoras, en este trabajo observaremos cómo se desarrolla el proceso de
escritura en alumnos hispanohablantes que aprenden inglés como lengua
extranjera, en contextos centrados en proyectos o unidades de investigación,
donde la literatura y la integración con los contenidos aprendidos en la lengua
materna juegan un rol protagónico. El objetivo es demostrar que al trabajar de
este modo es más probable presenciar un
desarrollo natural del proceso de escritura
¿Por qué la
integración con los contenidos ya estudiados en lengua materna?
El niño puede transferir a una nueva lengua el sistema de significados que
ya posee en su propio idioma (Vigotsky, 1962;
Cummins, 1981), ya que las habilidades académicas, la formación de
conceptos, el conocimiento de contenidos
y las estrategias de aprendizaje desarrolladas
El conocimiento previo que
poseemos a cerca del mundo que nos rodea forma la estructura a través de la
cual evaluamos e incorporamos nueva información. Es en este sentido que en nuestra propuesta
se articulan los contenidos que los niños estudian en su lengua materna con los
de la lengua extranjera para hacer uso de ellos como un interesante y rico
saber previo.
Por otro lado, para que el proceso de escritura se presente
de manera natural, es necesario aplicar un enfoque donde los niños puedan
expresar sus ideas, donde la necesidad de comunicarse o expresarse sea
Por último, una consideración
sobre el aprendizaje de lengua extranjera: a lo largo de los años - y aunque se
aplique con poca frecuencia en las aulas
– se ha destacado la importancia de que las clases de idioma se desarrollen a
través de la resolución de problemas, estimulen la interacción entre los
alumnos y presenten unidades de estudio a través del
currículo que faciliten la adquisición natural del idioma conjuntamente con el
desarrollo académico y cognitivo del alumno. (Ellis, 1985; Enright
& McCloskey, 1988; Freeman & Freeman, 1992; Goodman & Wilde, 1992;
Swain, 1985; Wong Fillmore, 1991).
Es bajo este horizonte de planteos y propuestas
teóricas que se ha construido la propuesta que relataremos: al poner énfasis en
la comunicación significativa, articulando temáticas ya estudiadas en español,
pudimos estimular a los niños para expresarse y escribir
¿Por qué trabajar con proyectos significativos integrando
los saberes previos con la exposición literaria y los distintos tipos de
textos?
El aprendizaje de una lengua extranjera implica una gran exposición al
idioma, ya que eso permite la elaboración de hipótesis sobre su funcionamiento
sin centralizar los esfuerzos en la enseñanza de gramática. Es aquí donde
la literatura posee el rol protagónico, porque el contacto con cuentos e
historias auténticas provee una exposición natural y significativa al idioma,
así como un contexto que puede utilizarse
también como conocimiento previo.
En esta experiencia se ha
trabajado con cuentos ya conocidos o con aquellos que aportan a la temática,
inician un debate, ofrecen otras perspectivas, etc. Para la clase de inglés hemos elegido además
los distintos tipos de textos que se han leído y aprendido en lengua materna,
siguiendo a Rigg y Hudelson (1986).
Estos autores señalan que usualmente los géneros literarios tienen la
misma forma en diferentes idiomas y sugieren utilizar aquellos que son conocidos
por los alumnos en su lengua materna.
Una de las experiencias
Relataremos entonces una de las experiencias en la cual hemos presenciado
el interesante proceso de lectoescritura
Hemos observado trabajos de 21
niños que cursan el primer año de educación general básica con una carga horaria de enseñanza del idioma inglés de 9
horas semanales, en una escuela privada de
Los docentes de inglés de esta
institución trabajan conjuntamente con sus pares pedagógicos de lengua materna
(español) para organizar proyectos creativos y significativos donde los
contenidos, los tipos de textos y la literatura están articulados.
En ésta oportunidad, las
muestras de escritura que mencionaremos forman parte de un proyecto que trata
las diferencias de la vida
Para comenzar, se les propuso a los niños conversar sobre
las diferencias de la vida
En los siguientes encuentros, se
leyeron diversos relatos
A continuación, y a partir de
la información obtenida y discutida dentro y fuera del aula, se exploraron las
diferencias y similitudes entre la vida de los niños del campo y las
experiencias propias de los alumnos en
Finalmente, los niños y la
docente se propusieron armar un libro y, con ese fin, inventaron dos personajes:
“Emily, que vive
Cabe destacar que se trata
de niños que no hablan
Con el objetivo de estudiar más en profundidad el
trabajo de estos alumnos, observamos muestras de escritura
Tal como lo observó Escamilla (2000) no se
registra una confusión, sino la aplicación de la misma formula para ambos
idiomas. Parece quedar claro, que esta
suerte de “teoría” de semejanza a la que arriba el niño es el inicio del camino
que debe recorrer.
El proceso de escritura
Es en este momento, donde se observan intentos de inventar la escritura
Como se puede ver, las
palabras inventadas y el hecho de que se incluyen letras típicas del inglés
como: y, w y doble n muestran el conocimiento que los
niños tienen de la lengua extranjera, así como su comprensión acerca del
proceso de escritura.
A la luz de estas
observaciones, es de vital importancia tomar en
consideración para la enseñanza de una lengua extranjera ciertos
aspectos que permitan arribar a un
proceso natural del desarrollo de la lectoescritura en particular y de la
adquisición del idioma inglés como lengua extranjera en general.
Las siguientes son algunas
sugerencias para el aula:
- Contemplar
los contenidos aprendidos en lengua materna como una gran fuente de
conocimiento previo que provee contexto y significado.
- Ofrecer la
posibilidad de realizar proyectos articulando los conceptos adquiridos en
español en otras disciplinas integrados con textos literarios.
- Provocar
constante interés y desafío mediante la investigación, la comparación, la
reflexión y la discusión con pares.
- Exponer a
los chicos a gran cantidad de lecturas auténticas
- Fomentar la
creatividad y la libre expresión de
ideas y opiniones creando el espacio y el clima necesarios para ese fin.
- Intervenir
tolerando los errores constructivos, observando el proceso y presentando
conflictos y desafíos cognitivos.
- Considerar
a los idiomas como vehículos para arribar a aprendizajes superiores.
Este artículo fue recibido en la redacción de Lectura y
Vida en Junio de 2006 y aceptado en Septiembre del mismo año.
Referencias bibliográficas
Bruner, J. (1984). Language, mind and reading. In H. Goelman, A. Oberg. & F. Smith
(Eds.), Awakening to literacy (pp.
193-200).
Carrasquillo, A. (1993). Whole Native Language Instruction for
Limited-English-Proficient Students.
In A. Carrasquillo & C.
Hedley (Eds.), Whole Language and the Bilingual Learner. (pp. 3-19). Ablex Publishing Co.
Collier, V.P. (1995). Acquiring a second language for school. In
Directions in Language & Education National
Clearinghouse for Bilingual Education Vol. 1, No. 4, Fall 1995.
Cummins, J. (1981). The role of primary language development in
promoting success for language minority students. In Schooling and language minority students: A theoretical framework (pp.
3–49). Developed by office of Bilingual Bicultural Education.
Ellis, R. (1985). Understanding second language
acquisition.
Enright, D.S., & McCloskey, M.L. (1988).
Integrating English: Developing English language and literacy in the
multilingual classroom.
Escamilla, K. (2000). Bilingual means two: Assessment
issues and early literacy and Spanish-speaking children. A Research Symposium
on High Standards in
Ferreiro, E. y A. Teberosky (1979) Los sistemas de escritura en el
desarrollo del niño.
Ferreiro, E. y A. Teberosky (1982) Literacy before
schooling.
Freeman, Y.S., & Freeman, D.E. (1992). Whole
language for second language learners.
Grammill, D. (2006). Learning the write way. The
Gibbons, P. (2002). Scaffolding Language, Scaffolding learning: Teaching Second Language
Learners in the Mainstream Classroom.
Goodman, K., (1986).
What´s whole in whole language?.
Goodman, K., Goodman Y. y Hood, W. (eds.) (1989). The whole language Evaluation Book.
Goodman, Y.M., & Wilde, S. (Eds.) (1992). Literacy
events in a community of young writers.
Krashen, S., & Biber, D. (1988). On course:
Bilingual education´s success in
Krashen, S., (2006). Is First Language Use in the
Foreign Language Classroom Good or Bad? It Depends. En The International Journal of Foreign Language
Teaching, Winter 2006 (page 9).
Mc Laughlin, B. (1984). Second Language Acquisition in Childhood: Preschool Children.
Rigg, P.
y Hudelson, S. (1986). One child doesn’t speak English.
Rubin, R.
y Galván Carlan, V. (2005). Using writing to understand bilingual
children’s literacy development. The
Swain, M. (1985). Communicative competence: Some roles
of comprehensible input and comprehensible output in its development. In
Troike, R. C.
(1979). Research evidence for the
effectiveness of bilingual education. NABE Journal, 3, 13-24.
Vigotsky, L.S. (1962).
Thought and language.
Weaver, C. (1988).
Reading process and practice:
From sociopsycholinguistics to whole language.
Willig, A. C. (1985).
A meta-analysis of selected studies on the effectiveness of bilingual
education. Review of Educational
Research, 55(3).
Wong Fillmore, L. (1991). Second language learning in
children: A model of language learning in social context. In
--------------
Marta Braylan
Especialista en Psicopedagogía. Asesora Pedagógica
en escuelas de gestión privada.
Dolores Bereterbide
Profesora de Nivel Inicial. Docente en escuelas
de gestión privada
© 2006 by Marta Braylan and Dolores
Bereterbide
------------------------------------------------------------------------
3.- ADVANCED
VOCABULARY IN CONTEXT: OUR DAILY BREAD (
Any kind of bread is a nutritious food. In
the
Well, you can find more than 200 varieties in the shops today - white, brown and wholemeal. As well as that favourite standard `white sliced` loaf, there are malted wheats, milk breads, bran-enriched and mixed grain breads.They come sliced, unsliced, wrapped, unwrapped, part-baked and frozen.There are different shaped breads including the cob, coburg, cottage, cholla, bloomer, barrel, batch, sandwich, tin, vienna and farmhouse.There are continental and ethnic breads, including baguettes and croissants, pitta bread, ciabatta, bagels and naan.The choice is enormous, and they are all good for you!
All the experts agree we should be eating more bread. With such a wide variety of breads available and so many meal and snack opportunities you will soon find it easy to eat the recommended 6 slices a day. At the end of this section there are some suggestions on how to do this but first here is a description of some old and new favourite breads.
Types of bread
There are three basic types of bread, white, brown and wholemeal and all bread can be categorised within one of these types. Bread is available in a whole range of shapes and sizes, crusty or soft crusted, wrapped or unwrapped, sliced or unsliced.
White bread is made from flour which contains only the endosperm, or central section of the grain (about 75% of the whole grain).
Wholemeal bread is made from the whole of the wheat grain with nothing taken away.
Brown bread is made from flour from which some bran and wheatgerm have been removed and represents about 85% of the whole grain.
Wheatgerm bread is bread containing added processed wheatgerm of no less than 10%.
Softgrain bread is made from white flour with additional grains of softened rye and wheat to increase the fibre content by 30% compared with conventional white bread.
Granary breads are brown breads made from special Granary(R) flours which include kibbled and whole grains.
Malt breads are made from a special ingredient mix and have a distinctive rich malt flavour
Variety of loaves
Wrapped and Sliced. These breads come in lots of varieties. White is the most popular with most sections of the population, particularly children and men. White sliced bread is described as standard or premium and more recently super premium, depending on the grade of flour used to make the bread.
´
Farmhouse. Similar to a split tin but shorter and fatter for larger slices.
Batch Loaf. Tall loaves baked without tins by placing them close together in the oven so that the sides touch. They are split apart after baking and have only top and bottom crusts.
Plait. This is an open-baked plaited white loaf, often topped with poppy seeds.
Cob. A round loaf which can be made from wholemeal or white flour. It is often made from a combination of brown and white flours for a light colour and texture and usually has a sprinkling of crushed wheat on top.
Bloomer. A crusty loaf popular in
Cottage. This white loaf is easily recognisable with its two round sections. It is believed to date back to Roman times when it was invented to fully utilise the height of the oven.
Barrel. This loaf is also known as a Pistol, Piston, Rasp, Lodger’s or Landlady’s Loaf or a Crinkled Musket. It is cylindrical and baked in a ridged tin making it easy to slice.
Ethnic and Speciality
Bread
The popularity of ethnic and speciality
breads such as ciabatta, pitta, naan, cholla and rye breads has increased
enormously in recent years. These
varieties are now widely available in all parts of the country and can also
command a much higher price than standard breads. Although sales are growing, this remains a
small sector of the bread market with a high proportion of consumption still
being concentrated in
Pitta is a flat bread from
Naan is a bread made from white flour which is lightly leavened by a natural yeast starter developed from airborne yeasts. Naan is traditionally cooked in a Tandoor oven.
Chapattis, Paratas and Roti are flat
breads, varieties of which can be found throughout
Ciabatta is a crusty flat white bread with large holes in the dough that looks like a slipper (the name is Italian for `old slipper`). The essential ingredient of Ciabatta is virgin olive oil.
Focaccia is a soft light Italian bread made with white flour and olive oil. Flavourings such as herbs, garlic, sun-dried tomatoes or olives are frequently added.
Baguette or French Stick is a long white
baton loaf made with special flour. It
is very crusty with diagonal cuts made on top before baking. Baguettes stale very quickly and in
Soda Bread is an Irish bread using baking soda and soured or buttermilk instead of yeast. Brown soda bread can be made using wholemeal flour.
Rye Breads come from
Cholla is a braided Jewish bread loaf traditionally eaten on the Sabbath and at festival times. It is enriched with butter and eggs to give a creamy coloured crumb and a very fine texture.
Bagels are rolls with a hole and are golden brown and crusty on the outside and tender on the inside. They are primarily associated with Jewish culture but are now becoming widely available.
In addition to the above ethnic and speciality breads, there is a wide variety of exotic breads with sun-dried tomatoes, basil, garlic, olives and onions and other flavours.
Rolls and Morning Goods
Morning goods are traditionally sold in the morning for consumption on the day they are baked. Modern technology, ingredients and packaging have improved the keeping quality of these products and now they can be purchased for consumption at any time of the day, or the next!
Some traditional British products include: rolls and baps, toasting products such as muffins, crumpets and pikelets, scones, teacakes, buns and other fruited products, hot plate products such as pancakes and griddle scones, waffles and potato cakes and not forgetting seasonal products such as hot cross buns.
Newer products include croissants, brioches, pain au chocolat (literally bread with chocolate!), bagels, American sweet muffins and other semi-sweet bread products.
Use Your Loaf!
• Use lots of different breads to add interest and variety to your diet.
• Go continental and eat bread with all your meals - breakfast, lunch, tea and
dinner. There are lots of varieties suitable for every meal.
• Have sandwiches for lunch, they make the perfect balanced meal. And with lots
of fillings to try, it’s a different meal every day.
• Experiment with toasted sandwiches - ordinary fillings can taste quite different
toasted!
• Copy bread eaters from other countries and use bread for dipping, dunking,
mopping and even scooping up food.
• Use naan bread and chapattis with curries as an alternative to rice.
• Use French bread to make your own pizzas.
• Make bread sauce to go with roast chicken - not just at Christmas time!
• If you find you are left with stale bread, make it into breadcrumbs to use for
coating fish or chicken.
• Make a bread topping on casseroles instead of pastry.
• Make croutons and add them to salads or soups.
© The McAuley Catholic
http://www.mcauley.org.uk/
The following is a reproduction of an American guide to bread:
Types of Bread
Baguette Classic - long, French loaf, but leavened with our natural sourdough starter, which creates a crackly crust, a hearty crumb and mellow sour flavor. Also available in demi size, sprinkled with parmesan cheese, covered with sesame seeds, or rolled in our seed mixture of poppy, sesame, caraway, anise and thyme. Unbleached flour, water, sourdough starter, kosher salt, malt syrup.
Traditional Baguette - Parisian baguette with the requisite thin, crisp crust and delicate interior. Perfect for any sandwich. Try making garlic bread with this one! Unbleached flour, water, kosher salt, yeast.
Country Sourdough - Our most popular bread. Leavened only with our sourdough starter, this dark, burnished boule has a very moist and open structure and a robust sour flavor. Substantial enough to turn a simple salad and bread into a meal. Unbleached flour, water, sourdough starter, kosher salt.
Farm - A medium dark sourdough with a firm crust. The addition of whole wheat flour gives this bread a nutty tang and rustic appearance, complete with flour marks from our proofing baskets. Unbleached flour, water, sourdough starter, whole wheat flour, wheat germ, bran flakes, malt syrup, kosher salt, yeast.
Olive - Provencal-inspired rustic bread packed with dry cured and Kalamata olives. Delicious with a soft, mild cheese, or try this bread as croutons for soup or salad. Unbleached flour, water, sourdough starter, olives, wheat germ, kosher salt.
Ciabatta - The funky shape of our rustic Italian bread belies its exquisite flavor. The thin crisp crust and moist, porous interior creates a perfect "trencher" for olive oil and tomatoes. This bread only lasts one day, but that shouldn't be a problem - this is a bread you can't stop eating. Unbleached flour, water, durum flour, salt, yeast.
Rustic - Not a sourdough, but has all of a sour's characteristics: crunchy, caramelized crust, moist and open interior structure. The difference is in the sweet, wheaty flavor. Unbleached flour, water, wheat germ, salt, yeast.
Rosemary - A fragrant, fresh rosemary boule has a hint of rich, olive oil. Wonderful with meat stews. Unbleached flour, water, sourdough starter, olive oil, wheat germ, rosemary, kosher salt, yeast.
Cinnamon Raisin - A rich, white sandwich bread with gooey cinnamon swirls throughout. Makes fine French toast. Unbleached flour, milk, water, butter, whole eggs, brown sugar, golden raisins, kosher salt, yeast, cinnamon.
Brioche - Available plain or with golden raisins. Unbleached flour, milk, eggs, butter, (raisins), sugar, kosher salt, yeast.
Potato Dill - Baked potatoes keep this bread extremely moist with a long shelf life. The delicate interior structure will surprise you, the flavor enlivened by fresh dill. Great with tuna salad. Also available without dill. Unbleached flour, water, sourdough starter, potatoes, wheat germ, dry milk, dill, kosher salt.
Harvest - Another of our biggest sellers. If it's possible to make a sweet sourdough bread, we have done it. This is a healthful, dark loaf replete with six whole grains. Unbleached flour, water, sourdough starter, whole wheat flour, oats, cracked wheat, wheat berries, sunflower seeds, flax, sesame, millet, bran flakes, honey, kosher salt, yeast.
Ricotta Polenta - A cracked corn bread made silky with fresh ricotta. This one also has a very moist interior and is perfumed with oregano. Unbleached flour, water, sourdough starter, skim ricotta, polenta, cracked corn, wheat germ, dry milk, kosher salt, sugar, yeast.
Sesame Semolina - A golden brown Sicilian bread is enrobed in sesame. Rich and buttery inside, you won't believe this is a low-fat bread. Unbleached flour, water, semolina & durum flours, sourdough starter, cornmeal, malt syrup, kosher salt, yeast.
Italian - This wheel shaped Roman bread has a thin, crisp crust and delicate crumb. Unbleached flour, water, sourdough starter, olive oil, malt syrup, kosher salt, yeast.
Onion Bread - You cannot eat just one piece of this. The combination of caramelized onions and cheese is addictive. Unbleached flour, water, sourdough starter, olive oil, malt syrup, onions, asiago cheese, kosher salt, yeast.
Fougasse - A decorative bread from Provence; brushed with olive oil and sprinkled with fresh rosemary, this Tree of Life shape creates a latticework that pulls apart for a great snack. Unbleached flour, water, durum flour, olive oil, salt, yeast, rosemary.
Raisin Pecan - This bread is dense with fruit and pecan halves. Try it with nothing more than a little butter. Unbleached flour, water, sourdough starter, raisins, pecans, sugar, wheat germ, malt syrup, kosher salt, yeast.
Sourdough Pretzel - Ever buy a soft pretzel from a street vendor? That's what this is - only much, much better. Makes a delicious ham with mustard sandwich. Unbleached flour, water, sourdough starter, malt syrup, pretzel salt, kosher salt, yeast.
Honey Wheat - This dense and healthful dark bread contains nine grains and is a natural for morning toast. Even for those not on a high fiber diet. Unbleached flour, water, sourdough starter, whole wheat flour, cracked wheat, sesame, sunflower seeds, wheat berries, flax, cracked rye, cracked oats, cornmeal, millet, triticale, malt syrup, honey, kosher salt, yeast.
Rustic
Garlic Thyme - Studded with roasted garlic and fresh thyme, this rich bread is rounded out with a mild sour flavor. But watch out, it will fill you up. Unbleached flour, water, sourdough starter, olive oil, garlic, wheat germ, thyme, kosher salt.
Walnut - A very special bread; walnut halves stain this dough almost purple in its long fermentation. Our most sour bread-have it as an appetizer with fresh goat cheese and cracked pepper. Unbleached flour, water, sourdough starter, whole wheat flour, walnuts, sugar, milk, malt syrup, kosher salt, yeast.
Chocolate Cherry - Dried sour cherries and Valhrona chocolate combine to make this singularly unique bread. Have breakfast all day with this one. Unbleached flour, water, sourdough starter, semisweet chocolate, butter, sugar, sour cherries, cocoa powder, kosher salt, yeast.
Fig Anise - The origin of this unusual
combination dates back to the
Poblano Cheese - Colorful and zesty, this bread is not for the faint-hearted. Great as hors d'oeuvres. Unbleached flour, water, sourdough starter, cornmeal, jack cheese, red bell and poblano peppers, wheat germ, dry milk, kosher salt, yeast.
White Sandwich - More than a respectable sandwich bread, our version is rich and buttery. Unbleached flour, water, butter, sugar, dry milk, kosher salt, yeast.
White Rye - Dense and studded with caraway, this is a perfect deli sandwich loaf. Also available: onion rye. Unbleached flour, water, sourdough starter, white rye flour, caraway, kosher salt, yeast.
Challah - Our shiny, braided egg bread is not only a great accompaniment at any meal, but beautifully decorates the table. Unbleached flour, water, eggs, semolina and durum flours, canola oil, butter, sugar, kosher salt, yeast.
Pumpernickel - A great all-around black sandwich bread made crunchy with the addition of rye chops. Unbleached flour, water, medium rye flour, white and rye sourdough starter, rye chops, molasses, kosher salt, yeast.
Apple Walnut Dark - crusted and wearing the flour markings of dough risen in a basket, this hearth-baked specialty bread celebrates the fall harvest of these two fruits. Walnuts, unbleached flour, water, whole wheat flour, apples, sugar, barley malt, salt, yeast.
Chocolate Babka - An extremely decadent version of the classic Polish sweet bread. Unbleached flour, water, sugar, butter, dry milk, salt, yeast, semi-sweet chocolate, brown sugar, cocoa, sour cream, raisins, candied orange zest.
Cranberry
Lemon
Panettone - This buttery, Italian bread was invented in 1927 for Christmas time and is baked in the shape of a cathedral dome. Ours is made with wine-soaked apricots and raisins. Unbleached flour, whole eggs, butter, water, sugar, dried apricot, raisins, wine, dry milk, corn syrup, salt, vanilla, lemon juice, orange juice, ascorbic acid, yeast.
Wheat loaf - Made from about 50% whole wheat flour, we have added cracked wheat, whole wheat berries and bran flakes to make this one the stuff of good diets. Water, unbleached flour, whole wheat flour, whole milk, honey, barley malt, unprocessed bran flakes, cracked wheat, wheat berries, butter, poppy seeds, salt, yeast.
Roasted Tomato Ciabatta - Tomatoes are marbled throughout this light and airy loaf and although it tastes fattening, you will be surprised that the only fats are less than one ounce of Asiago and olive oil per loaf. Water, unbleached flour, durum flour, roasted tomatoes, barley malt, Asiago cheese, olive oil, salt, yeast.
Flatbreads - Thin hand finished rounds baked to form a crisp crust.
Tomato Flatbread - brushed with olive oil and garnished with fresh basil.
Copyright © 1998 - 2008 HungryMonster.comTM.
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4.- THE PROGRAMME FOR THE ANNUAL CONFERENCE ON APPLIED DRAMA 2008
Once again this year our dear SHARER Celia Zubiri is affording trained and novice teachers in the Art of Applied Drama the opportunity to participate in this highly professional, the only one of its kind in the Academic Calendar of our country.
Annual Conference on
Applied Drama 2008 – The Bs As Players
SCHEDULE
FEBRUARY / THURSDAY,
28th
8:00 AM Registration
9:00 to 9:15 AM Opening ceremony, by Celia Zubiri and Bs. As. Players.
9:15 to 11:00 AM “Drama techniques to foster our students’skills developmentby Celia Zubiri.
11:00 to 11:30 AM Coffee break Enrolment for optional activities and concurrent sessions
11:30 to 12:30 PM “Sound, Verse, Action!: exploring poetry through Dramaby Marina Cantarutti
12:45 to 1:45 PM “Easy Steps, Great Choreo” by Pablo Arias García .
“Effective tips for School Theatre Productions” by Celia Zubiri
1.45 to 2:30 PM Lunch time Snacks available at the bar
2:30 to 4:00 PM “Building up characters in a language class” by Hugo Halbrich.
4:00 to 4:30 PM Coffee break and first set of raffles
4:30 to 5.30 PM
5.40 to 6.20 PM Commercial presentation (3rd floor)
6.30 PM Preview of the Play Ugly Duckling, musical comedy for children aged 3-6,
by Bs. As. Players
FEBRUARY / FRIDAY 29th
8:00 AM Registration and enrolment for optional activities and concurrent sessions
9:00 to 10:30 AM “De-mechanize our senses to stimulate creative body language in our students
by
10:30 to 11:00 AM Coffee Break and second set of raffles.
11:00 to 12:30 AM “Drama Grammar: teaching grammar CAN be fun
by Patricia Zorio
12:30 to 1:30 PM “Easy Steps, Great Choreo” by Pablo Arias García.
“Y el vestuario?! Y la escenografía?! Uy, no!... No nos compliquemos
por Celia
Zubiri
“Verse and Worse? Couldn’t be better! Creating limericks, ditties and jingles
by Laurie Sullivan
1:30 to 2:30 PM Lunch time Snacks available at the bar
2.30 to 4:00 PM “Music, words, objects... practical resources to develop improvisation
by Patricia Gómez
4:00 to 4:30 PM Coffee Break and second set of raffles
4:30 to 5:30
PM Mesa redonda: El rol del docente a
cargo del taller de teatro en inglés.
Experiencias y
realidad. Moderador: Fernando Armesto.
5:40 to 6.30 PM Commercial presentation , (3rd floor)
6.30 to 7.30 PM Preview of the Play Magic Seasons, musical comedy for children aged 5-9, by Bs. As. Players
MARCH / SATURDAY 1st
8:00 AM Registration and enrolment for optional activities
9:00 to 10:00 AM “Drama exercises to trigger creative
responses” by
10:00 to 11:00 AM (topic to be confirmed by Raul Sansica )
11:00 to 11:30 AM Coffee Break and big raffle.
11:30 to 1:00 PM All the roads lead to
1:00 to 2:00 PM Lunch time – Snacks available at the bar
2:00 to 3:00 PM Preview of the play “The Sultan of the Thousand Nights, a musical comedy for children aged 10 to 13, by Bs. As. Players
3:00 to 3:45 PM Coffee Break. Certificates of attendance.
3:10 to 4:00 PM Commercial presentation (3rd floor)
4:00 to 5:00 PM Preview of the play “To Be or not to Be”, a comedy for adolescentes
and adults, by Bs. As. Players
Further information and
Registration:
Teatro
Santamaría, Montevideo 842 / 850 (1019) C.A.B.A.,
Tel: (5411) 4812-5307 / 4814-5455 thebap@thebsasplayers.com
http://www.thebsasplayers.com/anual.php
------------------------------------------------------------------------
5.-
15th ADVICE SUMMER SEMINAR
15th
Summer Seminar
February,
Thursday 28th, Friday 29th 2008
ADE - Asociación
Dirigentes de Empresa, Urquiza 3100
SELF-ESTEEM IN L2
A Building Self-esteem Programme By Fabiana Parano
"Students don't care how much you know until they know how much you care …"
Do you usually come across students with poor achievement, who demand extra attention, tend to procrastinate, fabricate excuses, blame others, brag, tease others, or act the part of the clown? These are students with low self-esteem and they turn out to be the most difficult to deal with. Trapped in their self-image of failure, they are unable to meet the expectations others set for them. They feel unworthy and inadequate.
In this workshop, we are going to explore and experience the strong bond between self-esteem and academic performance. We are going to work with a number of practical techniques and strategies aimed at enhancing our students' self-image.
By Fabiana Parano
THERE IS MORE TO MEDIA
LITERACY THAN MEETS THE EYE
In the 21st century, to interpret media style is a form of literacy as basic as reading and writing.
Teaching Media Literacy can develop critical thinking skills, support youth expression and address issues of self-esteem and respect to others.
Print ads, TV commercials, the internet, signs and radio adverts will be used in this workshop as a tool to explore, experience, value and appreciate language in all its richness and diversity.
By Prof. Adriana Fiori
WHO CAN STOP THE MUSIC?
Who can stop the music? Nobody can stop the music!!! So why would we, then? It's fun, it's catchy, it's motivating, it's challenging, it's useful, it's authentic, it's…you name it! Let's flood our classes with music! Come get ideas, explore activities, have a good time and go back to class with a guaranteed lesson, a whole pack of song-based exercises, a great deal of motivation, and the satisfaction of having shared a workshop that is both enriching and useful!
Be here with bells on, with the strong belief that this workshop will be music to your ears, and all that jazz!!!
By Prof. Gustavo Gonzalez
DO YOU WANNA HAVE FUN?
Do you wanna have fun…? Do you want your students to have fun while they learn? Give it a shot at using humor in your classes! Stories, cartoons, radio excerpts, songs, movies, jokes, can provide you with lots of material to spice up your classes. Plus, remember that humor helps diffuse tension, reduce stress, beat boredom, build rapport, improve relationships and create a great teaching atmosphere!
Come share this workshop and let's have fun together!! We'll be LOL, BWL, and maybe ROTFL!!! And you'll take home lots of ideas, ready-to-use humor-based activities, a big smile on your face, and a laughing soul!
By Prof. Gustavo Gonzalez
FUN AND FAST IDEAS FOR
BUSY TEACHERS
The primary purpose of this workshop is to provide teachers with a variety of productive, effective, practical and flexible ideas which can be used to develop not only language skills but also personal, social, thinking and creative skills. These ideas take only a short time to complete, but can be extended.
The activities in this workshop are based on the use of games, music, songs, poems and pictures. These ideas will help teachers to involve students in meaningful activities, to fill idle moments, to introduce or extend a lesson, to reinforce previously developed concepts and skills, to develop students´creative abilities and to increase group communication.
The activities and exercises presented in this workshop are suitable for students of all ages and levels and can be adapted and recreated by teachers.
By Patricia Gómez
BEYOND POEMS, STORIES
AND STORYBOOKS
How can students (children, adolescents, adults) be motivated to read?
How can we create meaningful literature-based activities?
How can we use literature to develop language and thinking skills?
The aim of this workshop is to explore ways to respond to fiction and non fiction by creating motivating and meaningful before, during and after reading activities.
In this workshop we will deal with:
The reading-writing-speaking connection
The affective response to literature
The use of literature for critical and creative thinking
All of the activities are flexible and can be completed by individual students, pairs of students, and students working in small or large groups.
By Patricia Gómez
MAKING LESSONS NEW WITH
NEWSPAPERS
As a new year rolls in, we think of ways of making our lessons new and interest our learners. Newspapers can be just the thing: they bring the world into our classrooms, they let us teach in new and exciting ways and they build bridges to integrate all curricular content. In this hands-on workshop we will look at how newspapers can become a powerful educational tool, and will explore activities to get you started on an exciting teaching direction.
By Pablo Toledo
Bio
data of Presenters
Prof.
Fabiana Parano is an ELT Consultant, Storyteller and Writer. She holds a
Self-esteem Practitioner Degree (International Council for
She's been
lecturing on teaching from a holistic perspective for the last nine years. She
strongly believes in the need to build inter as well as intrapersonal skills
for real learning to occur.
Fabiana has
been a coach for Teaching Practice at Teachers'
Prof.
Adriana Fiori is a graduate teacher from Prof. Estela Guinle de Cervera in
She has
lectured at FAAPI 2005, 2006, 2007 and at ABS International 2005.
Prof.
Gustavo Gonzalez he has lectured at FAAPI 2001, 2003 and 2005, at TESOL
Southern Cone Regional Convention (
Patricia Gómez is
a graduate English teacher from Instituto Nacional Superior del
Profesorado
Técnico. She is a lecturer in language and children´s literature at Instituto
Nacional Superior del Profesorado Técnico - Universidad Tecnológica Nacional. She is a graduate in leisure studies
and recreation from Instituto Inés
Patricia
has taken courses on drama and musical theatre with teachers from
Pablo
Toledo is the Head of Educational Services at the Buenos Aires Herald, where he
writes and edits educational materials and coordinates the Herald's educational
publications. He has worked as a teacher and teacher trainer, and has lectured
extensively across the country. He also writes novels (Se esconde tras los
ojos, Premio Clarín de novela 2000, Clarín-Aguilar) and short stories
(published in several anthologies of young writers).
Thursday
28th
19:00
- The Big Ben Adventure - The Performers
Sala
Cultural Provincial - Junin 2457
Registration
& Other Fees
Members
ASPI $ 55.-
Non Members
& Students $ 60.-
If you
prefer enrolling at Advice Bookshop, come to San Martín 3031 (3000)
T.E.
080022BOOKS
Or make a
bank transfer/deposit:
Banco Santa Fe
Caja De Ahorro
CBU :
3300500125000080915019
Titulares :
Claudio Rubén Berutti CUIT 20-13190719-3
Alfonso Susana
Marta CUIT 27-13676525-1
Banco Rio Cuenta
Corriente
CBU :
0720156788000014025772
Titulares: Alfonso Susana Marta CUIT 27-13676525-1
Berutti Nora
Beatriz CUIT 27-12215986-3
Citibank Cuenta
Corriente
CBU:
0167777100002043811195
Titular:
Berutti Claudio Rubén CUIT 27-13190719-3
Registration
Advice Book
Shop - San Martin 3031
3000- Santa Fe - 0342-4533392
- 0800-22 25667
-----------------------------------------------------------
6.- ESPECIALIZACIÓN EN ENSEÑANZA/APRENDIZAJE DE
LENGUAS EN LA
UNIVERSIDAD NACIONAL DE TUCUMÁN
Especialización
en Enseñanza/Aprendizaje de Lenguas (Español, Francés e Inglés)
Resol. H.C.S. UNT
nº 0446-007
Dirección
Académica Dra. Raquel B. Pastor
Dra. Ivonne L.
Bianco
Comité
Académico Mg. Lucrecia D´Andrea
Mg. Estela Klett
Prof. y Lic.
María T. Genisans
Objetivos
La creciente
demanda de aprendizaje de lenguas reclama hoy contar con una formación teórica
y adquisición de herramientas metodológicas sólidas que posibiliten la
elaboración de materiales didácticos y la renovación de las prácticas
cotidianas. Esta transferencia directa, en términos de estrategias de
enseñanza, de diseño de actividades, de modelos de evaluación, etc. acordes a
las realidades contextuales en las que se lleva a cabo dicho aprendizaje,
constituye uno de los propósitos prioritarios de la carrera.
El enfoque de la
lengua-cultura como factor de mediación y de transmisión promueve una reflexión
sobre el lenguaje que propicie la interacción, la comunicación y el
entendimiento entre hablantes.
El interés de
nuclear varias lenguas responde a la necesidad de aunar criterios y enfoques
sobre fenómenos vinculados al estudio del lenguaje mediante la articulación
reflexiva y crítica entre las conceptualizaciones teóricas, las prácticas que
las sustentn y la experiencia docente
Estructura
Curricular
Área
General
Curriculum y rol
docente. 40 hs.
La institución
educativa y sus organizaciones. 30 hs.
Metodología de la
investigación aplicada a la enseñanza de las lenguas. 40 hs.
Área
Didáctica
Evaluación de los
aprendizajes en lenguas. 40 hs.
Diseño curricular
para la enseñanza de las lenguas. 40 hs.
Práctica sociales
del lenguaje: comprensión y producción de textos. 40 hs.
Área
Disciplinar
Análisis del
discurso de los aprendientes a propósito de la lectura. 30 hs.
Adquisición de
las lenguas materna y extranjeras: teorías e implicaciones didácticas. 40 hs.
Teorías
linguísticas y Didáctica de las lenguas. 40 hs.
Aprendizajes
interculturales en la clase de lengua. 40 hs.
Trabajo Final:
Elaboración de un proyecto integrador referido a la práctica de enseñanza de
lengua concernida.
Modalidad de
Cursado: presencial, viernes y sábados
Total Carga
Horaria: 410 HS.
Título de
Posgrado: Especialista en enseñanza/aprendizaje de lenguas (Español, Francés o
Inglés) según corresponda
Puntaje Junta de
Calificaciones: 6
Cuerpo
Docente
Prof. María
Virginia Babot, Dra. Ivonne
L. Bianco, Mg. Ana Blunda,Mg. Lucrecia D´Andrea, Prof. y Lic. María Teresa
Genisans, Dra. Elsa Palou, Dra. Raquel B. Pastor
Mg. Rosa Perea, Mg.
Nélida Sibaldi, Dr. Marc Souchon, Prof. María S. Taboada
Dra. María E.
Villecco y Mg. Clotilde Yapur.
Secretaría,
informes e inscripciones: Secretaría de Posgrado
Facultad de
Filosofía y Letras - Avda. Benjamín Aráoz 800 - Tucumán- Argentina
Horarios de
Atención:
Lunes a Viernes:
Te:
0054-381-4107358 / 4222146 int. 7431 / Fax: 0054-381-4310171
-----------------------------------------------------------------------
7.-
MACMILLAN SEMINAR ON TEACHING YOUNG LEARNERS
Teaching Young
Learners – The Teacher’s Challenge
The Child’s
Imaginative Journey – Why it is so important
delivered by Lucy Crichton
It’s time to let go of ready made
images that limit our students’ imagination and be brave enough to tread new
ground. We need to start to think beyond letter and form if we want to lay
solid foundations for our students to become excellent readers in the future.
In order for true reading to happen, there should be an inner movement where
the child is able to live the story. From beautiful literature to the sensorial
world and back, this workshop will be interesting for teachers who want not
only to teach English but at the same time enrich their students’ lives.
Lucy Crichton
Lucy graduated in Classical
Theatre from the London Theatre School and holds a TEFL certificate from
Teacher Training International,
The Magic World of
Teaching Young Learners
delivered by Gustavo González
We all know how important
teachers at primary school are, don’t we? We play a key role in helping
children develop not only their intellectual side, but also their emotional,
physical and social behaviour. We are not just teaching a language system, we
are doing much more than that – we are educating children for life. Are we
ready to do that? Do we have everything we need? Do we know all we need to
know? The magic world of teaching young learners is opening to us, welcoming us
with arms wide open! Let’s embark on this magical adventure of shaping our
students’ lives and contributing to their success from this early stage.
Gustavo González
Gustavo is a graduate teacher
from I.S.F.D. N°
Date and Time: Tuesday, 26th
February - 5.00 pm to 8.30 pm
Venue: Centro
Cultural ‘El Arbol’ - Ituzaingo 590 - San Isidro – Buenos Aires
Registration : By e-mail: eltinfo@macmillan.com.ar
By phone: (011) 4717-0088 /
0810-555-5111
Certificates of attendance will
be issued
Raffles!
--------------------------------------------------------
8.-
SEMINARS FOR ENGLISH PROFESSIONALS IN
The 8-seminar series (one seminar per month) will provide a language update for teachers, translators and advanced students. Each full-day seminar is made up of 3-4 workshops, where discussion, reading and observation of language will be carried out via text, image and film
Language Study for English Professionals
8 seminars for 2008 by Leandro Paladino
1. The
State of
2. World Englishes, New Englishes April
3. Language, Literature & Culture May
4. Speech, Writing and everything in between June
5. Pronunciation Revisited August
6. Vocabulary Revisited September
7. Grammar Revisited October
8. Spoken English Revisited November
Each full-day seminar is made up of 3-4 workshops, where discussion, reading and observation of language will be carried out via text, image and film
The seminars will take place in
Note: other schedule arrangements can be made upon request (e.g. Saturdays)
Special features – The seminars...
• are inter-related, but can be taken independently, depending on participants’ interests
• will have a maximum of 12 participants, to allow for small-group work
• will suggest or require some prior or subsequent reading
• tap into, but do not usually take as known, a general framework of Discourse
Analysis, in particular notions from Phonetics, Pragmatics, Sociolinguistics,
Functional Grammar and Corpus-Based Linguistics
• will
study language, in its relationship with culture and the world, for the sheer
pleasure of it, as well as in
more practical terms of the English-related
professions: teaching, translation and interpreting
Fees
Each seminar has a fee of $90 (pesos argentinos), payable in advance to reserve vacancies. The fees include coffee breaks, materials and certificates for each seminar
Participants that attend the first 3 seminars of each semester can attend the 4th one free of charge
Participants that attend all 8 seminars will enjoy the following benefits:
Automatic free enrolment to NEL’s full-day macro-event, to take place in the 2nd semester
All materials used in the series of seminars on CD / DVD
A special certificate upon completion of the annual course
Reserve your place soon!
Further Information and Enrollment:
NEL Inglés
Diagonal 77 No
883 (10 & 42)
info@nelingles.com / www.nelingles.com
Ask us for details on bank deposits
Course Coordinator’s Biodata
Leandro Paladino is a graduate English
teacher from Universidad Nacional de
Leandro has taught Language, Writing and
Phonetics for over ten years, both in teacher-training colleges and on private
courses. He currently teaches English Grammar II and English Language IV at
I.S.P. Terrero, in
------------------------------------------------------------
9.- SEMINARIO DE ACTUALIZACIÓN PROFESIONAL PARA
TRADUCTORES
Seminario
de Actualización Profesional: Diez consejos prácticos para traductores de
primera© (edición 2008)
Expositor:
Traductor Público
de Inglés y DEA Horacio R. Dal Dosso.
Fecha:
Sábado 29 de
marzo de 2008.
Lugar:
CINUR. Tacuarí
237, piso 1, oficina 16. - Ciudad de Buenos Aires.
Horarios:
Parte I: de 09:00
a 13:00
Parte II: de
14:00 a 18:00
Vacantes: 25.
Arancel: $160 - Incluye:
Materiales, cafés, sorteos de suscripciones a la revista Multilingual.
Inscripción: info@english-lab.com.ar / Cierre: Jueves
27 de marzo a las 17:00.
Pagos:
Banco Río
Santander
Caja de ahorro en
$ 073-357597/4
CBU: 07200731
30000035759747
Fax: Enviar el
comprobante al telefax (011) 4729-0386 de 9:00 a 17:00.
Nota: Traiga su
tarjeta personal para el sorteo.
Programa
Duración: 8 horas
Objetivos
§ Aprender a manejarse con el cliente.
§ Cambiar la imagen y adoptar un estilo
profesional.
§ Capacitarse para estar preparado para
responder a las exigencias del mercado.
§ Conocer los nuevos ámbitos e
incumbencias de los traductores.
§ Desarrollar una actitud proactiva para
ofrecer servicios de traducción.
§ Determinar qué especialización se va a
elegir y por qué.
§ Elevar al máximo el nivel de la calidad
del servicio prestado.
§ Lograr posicionarse en el mercado local
e internacional.
§ Saber trabajar en equipo.
§ Trazar un plan de desarrollo personal.
Destinatarios: Traductores
y estudiantes avanzados de todos los idiomas.
Ejes temáticos
§ Control de calidad. Lista de ítems que
deberán verificarse antes, durante y después de hacer una traducción.
§ Subcompetencia instrumental
profesional. Mercado laboral. Inserción.
§ ¿Educar al cliente o al traductor?;
¿quién primero?
§ Actividad profesional. El uso del
tiempo y la autoorganización. La profesión y su reconocimiento. Nuevos
perfiles. El futuro de la profesión.
§ Formación continua: una clave para
permanecer en el mercado. La especialización y el idioma C como ventajas
competitivas.
§ La imagen como generadora de negocios.
Protocolo y Netiquette.
§ Proyectos de traducción. El trabajo en
equipo. El uso de las TIC. Herramientas colaborativas.
§ Preparación y previsión. Dos aspectos
fundamentales de un trabajo profesional:
§ CV, pruebas, presupuestos, traducciones,
facturación, cobro.
§ Fuentes bibliográficas y documentales.
§ Glosarios, guías de estilo, black lists.
Metodología
Se presentan los
temas, citando los fundamentos teóricos correspondientes.
Mediante ejemplos
prácticos, se proponen estrategias para desarrollar la subcompetencia instrumental
profesional.
Con la
participación de del grupo, se establecen cuáles son las mejores prácticas
relativas al ámbito y a la incumbencia del traductor.
Material:
Guía del seminario, Formularios
(CV, presupuestos, glosarios, guías de estilo, black lists, etc.), Fuentes de
consulta.
Horacio
R. Dal Dosso
Doctorando por
Investigador de
los recursos de Internet aplicados a la traducción. En 2006 publicó su base de
datos con más de 600 recursos útiles para traductores:
www.hdosso.com.ar/Bonus.xls. En 2007 obtuvo el DEA mediante la defensa de su
trabajo de investigación titulado «La inclusión de las TIC en los programas
universitarios de formación de traductores de
Traductor Público
(UADE) e Intérprete de Inglés (CIT). Profesor de Geografía y Ciencias
Biológicas. Cursó
Especialidades:
Business, Comercio Internacional, Informática y Teletrabajo.
Participó en
varios proyectos de traducción. En el
año 2004, trabajó en Francia como Coordinador Lingüístico, en un proyecto de
4.000.000 de palabras (MBA). En el año 2006, dirigió un proyecto de traducción
que fue publicado por
Ejerce la
actividad docente desde 1985. Es autor de varios cursos para traductores,
presenciales y a distancia, en los que ya participaron más de 1.500 personas, y
webmaster del sitio www.english-lab.com.ar
.
Expositor
internacional en el Brasil, España, el Perú, México y el Uruguay. Escribió
varios artículos, algunos de los cuales fueron publicados en
En 2007 trabajó
como intérprete en el congreso internacional GK3, organizado por Global
Knowledge Partnership en Kuala Lumpur, al que asistieron más de 1.700 personas.
------------------------------------------------------------
10.- WORSHOPS FOR TEACHERS AT “AT
HOME”
“At
Home –
Workshop 1:
How to Plan a 90-minute Lesson Integrating the Four Skills (for children & adults)
Target:
When? February 23rd (from 9 to 16.30)
Workshop 2:
How to Teach English to Adults (from a constructivist perspective)
When? March 1st (from 9 to 16.30)
Workshop 3:
How to Design a Topic-based Project (for children & adults)
When? March 8th (from 9 to 16.30)
Workshop 4:
How
to Turn a “Reader” into a Topic-based Project.
When? March 15th (from 9 to 12)
Workshop 5:
How
to Use Mind Maps
When? March 15th (from 13.30 to 16.30)
All the workshops have been designed and are conducted by Lic María Casco
Lic. Maria A. Casco
Mady Casco
graduated as Profesora en Inglés from Instituto Superior del Profesorado
"Joaquín .V. González" and specialized in Methodology.She also
graduated as Licenciada en Educación from Universidad Nacional de Quilmes.
Mady has been a
teacher trainer for more than 15 years, having taught at Instituto Superior del
Profesorado "Joaquín .V. González", Universidad de 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. She has created the following
thematic projects: " A trip through the 20´s", "A trip through
the Greedy 80´s", "The Pleasures of Chocolate", "Exploring
the Sea", "Intelligence or Intelligences?", "Witches",
"Lions in Africa", "Music in the Sixties", and "Mitos
Argentinos".
For further information contact:
(011) 4833-2965
------------------------------------------------------------------------
11.-
CUNY Phonology Forum
Downloads and Wiki
The CUNY Phonology Forum would like to announce that the presentations from
the recent Conference on the Syllable have all been posted to our website.
You can find the abstracts and handouts/slides (and some full papers) from almost all of the presentations (talks and posters) in addition to podcasts for the talks at:
http://www.cunyphonologyforum.net/syllable.php
We would also like to call your attention to the recording and transcript of an informal discussion the participants participated in on the Friday of this conference.
The discussion was centered around attempting to find consensus about "the reasons for the syllable". One concrete result from this discussion period is the creation of a wiki to further pursue and develop this discussion.
Information about how you can participate in the wiki is available at the above website.
Enjoy.
Chuck
Eric Raimy,
Organizers of the CUNY Phonology Forum
-------------------------------------------------------------------
12.- PREVIEWS OF ON THE ROAD THEATRE COMPANY
On the Road Theatre Company is proud to invite all Teachers of English to our
Previews 2008!
All Previews are FREE of charge for all Teachers and Heads. You are welcome to attend with your children too! Reservations: via email or phone.
Below you will find all the information you need to learn about our Previews and shows for this Season
All Previews at:
Note: We do not hold performances at this venue during the year.
Kindergarten:
Three Little Pigs
NEW!!!
A show specially designed for Kindergarten! Life size houses, a round setting, and Three Little Pigs running for their lives!
The classic story of the Three Little Pigs with the addition of their friend Little Red Riding Hood. See how together they manage to help the Big Bad Wolf change and become their friend.
For the first time ever, On the Road offers a different setting in a round. Life size houses and pine trees as scenery change the traditional approach to plays performed at Schools and immerse the audience into the story for real! Enjoy this hilarious tale for Kindergarten in the comfort of your own School or at any of the theatres where we will stage it.
Ages: 2 to 6
Runs: 40 minutes approx.
Written and Directed by: Ximena Faralla
PREVIEW on March 1st - 11am & 2pm
Venue:
Primary School:
Peter, the Pan
"All boys grow up,
except one!"
Tick-tock, tick-tock... Peter loses his shadow in Wendy's room and as he's looking for it, we take off on a magic ride soaring over purple skies. A story towards the second star to the right and straight on till morning; Neverland. Tick-tock, tick-tock... Never-ending youth on Neverland, an island where Indians, pirates and fairies reside alongside Peter the Pan and his band of Lost Boys. Tick-tock, tick-tock... time stands still for both Peter and Hook& or does it not?
Ages: 6 to 12
Runs: 50 minutes approx.
Adapted by: Ximena Faralla
Co-Directed by: Ximena Faralla and Cecilia Venturutti
PREVIEW on March 8th - 11am & 2pm
Venue:
Secondary School:
Romeo and his Juliet
"Is love a tender thing? It is too rough,
Too rude, too boisterous, and it pricks like thorn."
Tangled up in a whirlwind of emotions such as adolescence brings, Romeo meets Juliet and both thus meet their end. This forfeit encounter takes place in Italy 2008 on our stage. Our aim is to sprinkle fresh Shakespeare over today's students, paving a road of empathy from the stage over to the audience and back.
Ages: 12 +
Runs: 60 minutes approx.
Adapted by: Ximena Faralla
Co-Directed by: Ximena Faralla and Andrew McKenna
PREVIEW on March 15th - 11am & 2pm
Venue:
Bookings for Previews
Reservations via Email: Email: info@ontheroadonline.com
Reservations on the phone: Phone number: (5411) 4704.9317
Office hours Mon thru Fri: February 1st - March 15th: 9am to 1pm / 3pm to 6pm .
Should you not be able to reach us, please either leave a message or send us an email with the following: Full Name - School - Position - Your phone number + email address - School's phone number + email address - Preview(s) you wish to attend with correct Showtime(s).
Wishing you all the best and looking forward to seeing you at our Previews,
Ximena Faralla
CEO On the Road
(5411) 4704.9317
http://www.ontheroadonline.com
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13.- MAESTRÍA en CULTURAS y
LITERATURAS COMPARADAS EN
NACIONAL DE CÓRDOBA
MAESTRÍA en
CULTURAS y LITERATURAS COMPARADAS
PRIMERA COHORTE
Aprobada por HCS
UNC Res. Nº 124/07
Aprobada por HCD
Facultad de Lenguas Res. Nº 005/07
Acreditación CONEAU
en trámite
Inicio: Abril
2008
Modalidad de
Cursado: Presencial – clases viernes y sábados cada quince días
Duración: Dos
años de cursado más Elaboración de tesis
Estructura de
I. Eje
teórico-metodológico
II. Eje de
Culturas y Literaturas comparadas
Cursos
teórico-prácticos (obligatorios), un taller
(obligatorio) y seminarios (optativos) cuya oferta será diversa para
permitir a los maestrandos la elección de los seminarios de acuerdo con sus
áreas de especialización. Se deben cubrir un total de 200 hs. en seminarios.
Cursos
Teoría y métodos del comparatismo
Fronteras culturales/fronteras textuales. Representación y autopercepción
cultural
Representación y autopercepción cultural
El encuentro de culturas en las interrelaciones literarias
Culturas y literaturas interamericanas
Narrativas del pasado: Ficción e historiografía
Literatura y mito: relaciones intertextuales
El arte poético a través del tiempo
Seminarios
Negociaciones de la memoria en las narrativas del siglo XX
Modernidad, Posmodernidad, Globalización
Alteridad social y cultura popular en la narrativa y el ensayo social de Brasil
y Cuba, 1880- 1940
Crítica de la traducción
Pre y post vanguardia. Comparación y teoría. Del siglo XIX a la posmodernidad
Arte, cultura y literatura en el Caribe
Arte y política
Teatro comparado en dos fines de siglo. Del siglo XIX hacia la posmodernidad
Fenómenos literarios y culturales: interrelaciones entre ciencia y literatura
Perspectiva antropológica en la poesía
Aproximaciones a una teoría de la pantalla
La apropiación ambivalente del arte primitivo por parte del Modernismo: una
perspectiva comparada
Informes: Secretaría
de Posgrado. Facultad de Lenguas. UNC.
www.lenguas.unc.edu.ar / secposgrado@fl.unc.edu.ar
Av. Vélez
Sársfield 187. Primer piso.
Tel:
54-351-4331073-75- Interno 22
Horario de
atención: de
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14.- KEL SEMINARS AT THE BRITISH ARTS
CENTRE
4th Summer Educational Event for avant-garde teachers
KEL at BAC
2008 - FEBRUARY 20-21-22
organized and developed by KEL Ediciones
Venue:British Arts Centre, Suipacha 1333 - Capital Federal
All presentations are FREE of charge, but confirmation is needed.
Accommodation will be available upon arrival.
Certificates of attendance will be handed out at the end of each presentation.
Thursday 21st
9.00 - 10.30
Presentation
by
Language learner literature involves choice on many levels; some of the crucial issues being:
• Intensive or extensive reading?
• Authentic or simplified version?
• Abridged or simple original?
• Class or home assignment?
In this presentation our aim is to guide the participants to open their minds, to change their traditional perspective when dealing with readers by sparking off positive attitudes in students and a strong motivation to read in the foreign language class while developing a valuable skill which can act as a springboard for other relevant skills activities.
Viviana Rondina
Graduate teacher of English from INSP “Joaquin V. González“.
Licenciate candidate at U.N.L. Several papers published. APIBA member. Viviana is an educator with more than 28 years of teaching experience in both the private bilingual and state sectors.
Teacher, Oral Examiner, Academic Research and Development Reviewer. She has delivered workshops and seminars in different fields.
She is currently Head of Primary at
11.00 - 12.30
Speaking and Writing Accurately without Sounding Bookish.
Presentation
by
No teacher trainer or foreign learner of a
Language would dare deny the importance of studying grammar and applying the
rules of the language correctly and appropiately. However, do we not often hear
such people speaking “like a book” or using dated and inadequate expressions in
their writing?
Cecilia Ferreiro
Graduate teacher from I.N.E.S. en Lenguas
Vivas "J. R. Fernández". Post-graduate Certificate in Methodology.
Language and Literature teacher at St. Hilda's College. ESSARP Course
Co-ordinator since1997. Has offered lectures in the provinces and co-ordinated
courses in several schools in Greater
14.00 - 15.30
Do You Believe In
Magic? Come And See Your Dreams Come True!
If you are a lower form teacher and your children find grammar boring and tedious... this presentation is for you!!!
You will find the magic grammar book your first graders need to learn and practice at school!!!
Presentation
by KEL Ediciones: Magic Grammar.
Its spacious format is adequate for 1st graders’ handwriting and favours the maturing of visual spatial organization.
The workbook begins with a brief revision of K5 contents. All the activities throughout the book integrate grammar points and vocabulary and also aim to develop thinking skills according to this age group.
It is aimed to complement teachers’ planning. The variety of exercises is a springboard for teachers to include exercises or activities of their own. It can be completed in a school year.
The boxes that include theory are written in a vocabulary that children understand. It is their first approach to systematization. No teacher’s book is needed.
Ma.Alejandra
Dold
Teacher and
Researcher.
Worked in
all levels (kindergarten, primary and secondary) as teacher, head-teacher and
coordinator in
Author of
many books, including Kinderlanguage workbooks and guidebook for teachers.
16.00 - 17.30
Tips to Accelerate Learning and Address Diversity.
Presentation
by
The key to be an effective facilitator in the acquisition of a foreign language is to understand the range of students’ learning differences and to design instruction and materials that respond to different learning styles.
Latest research tells us how to help students focus attention, increase memory and enhance motivation. We will explore some ideas to make learning joyful and memorable.
Daniela
Casinelli
Daniela is
an educator with more than thirty years of teaching experience. At present she
works as an educational consultant and trainer helping learning organisations
embrace change through the understanding of latest brain research and
application of brain compatible practices.
She is
currently the Head of a
Friday 22nd
9.00 - 10.30
Challenging Students to
Develop an Active Mind.
Presentation
by
Music, Sports, The Media - these are all topics which appeal to adolescents.
But teaching English is much more than giving our students what they like. It is also helping them develop into thinking human beings who can make decisions and commit to an opinion.
In this session, we will look at different ways in which we can accomplish this by using reading texts as triggers for developing values, cultural awareness, general knowledge and thinking skills.
Examples will be taken from English in Mind, the course which does not underestimate adolescents.
Paula
Coudannes Landa.
Graduate
teacher of English.
She had
been working in different bilingual schools in Greater
In the
following years she assumed different responsibilities: marketing, teacher
training, and management. Paula became Area Manager with OUP in 2004.
In
September 2007, she joined
11.00 - 12.30
English 365 for Work and
Life
Presentation
by
English 365 is a professional English programme divided in 3 levels,
pre-intermediate, intermediate and upper-intermediate. The programme aims to find a balance between professional business language and survival language for socializing. The lecture will cover:
• target groups
• how to use the programme
• learning/teaching across cultures
Marilyn
Fogg
Marilyn is
a teacher and trainer in the field of communications. She is
founder and
director of Language Training and designs and gives training
programmes
to Corporate companies. Based in
14.00 - 15.30
Sos - My Students Are
In The Awkward Age!
Presentation
by
Adolescents need to feel a sense in what they do, they need to be aware of the progress they make and of the strategies they use for effective learning. We’ll explore these concepts by going into Messages and making it come alive.
Pat
Sala.
I.N.S.P.
Joaquín V. González graduate Teacher.
Teacher and
Teacher Trainer, Patricia has varied experience teaching children, adolescents
and adults.
16.00 - 17.30
Are We Educating People
Out Of Their Creativity?
Presentation
by Usborne: Real books for English Learners.
Why don't we get the best out of our students? Perhaps it's because we've been educated to become good workers, rather than creative thinkers.
Are students with restless minds and bodies, being cultivated for their energy and curiosity or are they ignored or even stigmatized?
Let's give creativity a chance!
Clemence
González Silveyra.
Drama
teacher, Creativity expert, NLP Trainer, challenges the way we're educating our
children.
She
champions a radical rethink of our school systems and methods to cultivate
creativity and acknowledge multiple types of intelligence.
For further information and registration:
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15.- GOOD NEWS FROM E-TEACHINGONLINE
This February E-teachingonline has introduced a revamped edition of the electronic magazine for English teachers.
Special efforts have been made to upgrade the layout while retaining the quality of content that has characterized the e-mag for the last 5 years.
Issue 55 (year 5) offers a Special Section devoted to Toddlers. As every February there are the usual How to... guides, loads of Back-to-school activities, ideas, plans, FAQs, etc and News about the ELT world. The March Edition will have the usual format.
Teachers of Pre school, Kids, Teens and Adults are invited to visit the site at www.e-teachingonline.com.ar for they are sure to find what meets their needs before classes start.
E-teachingonline also has a Teaching Resources Departmant.
Contact eteachingonline@ciudad.com.ar for more information about CDRoms, videos and posters.
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16.- PRÁTICA DE ENSINO:
APRENDIZAGEM DE INGLÊS COM FOCO NA
AUTONOMIA
Prática de
Ensino: aprendizagem de inglês com foco na autonomia
This book, published by Pontes Editores in
http://www.ponteseditores.com.br/fichas_livros/aprendizagem.html
Vera Menezes
(UFMG)
cel: 55 31 9123 87
96
Práticas de
Ensino e Aprendizagem de Inglês com foco na autonomia
Esta coletânea
preenche uma lacuna na área de formação de professores de inglês, trazendo
oportunidades de reflexão sobre o ensino e a aprendizagem de inglês a
professores já formados e, também, para aqueles
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17.- NEW WEBSITE OF ESCUELA DE LENGUAS (UNLP)
Dear SHARERS,
I am very happy to announce the launching of the new website of the Escuela de Lenguas.
It is very interactive and easy to surf. You will find all the information you may be interested in: courses of the different languages, activities, library,etc.
Hope you like it.
http://www.escueladelenguas.unlp.edu.ar/
Prof. Nelba Quintana
EVC moderator
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18.- NEWS
FROM RICHMOND PUBLISHING
Dear
Teacher,
We are
pleased to announce the events in which we will be participating.
February
15th/16th
February
28th/29th
March 1st
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19.- NEW 'POEMS ON THE UNDERGROUND'
New 'Poems on the Underground' posters,
available in the British Council
website
Poems on the Underground, founded in 1986, is supported by London Underground,
Arts Council England and the British Council, which distributes the posters for
display in its offices throughout the world.
Poems on the Underground - Autumn 2007
The autumn set of Poems on the Underground, now in its 21st year, celebrates
the anniversaries of three poets who believed passionately in poetry for the
people: the
great London poet William Blake and two major 20th century poets who
came under his spell, W. H. Auden and Louis MacNeice.
Have a look at the posters, and read the poems, in the British Council website:
http://www.britishcouncil.org/arts-literature-poems-on-the-underground.htm
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20.- CONFERENCIA SOBRE JUEGO Y DESARROLLO INTEGRAL
EN
Fecha.-
22-02-2008 Hora.
Lugar. Teatro del
Fuerte
Costo: $ 12 ambas
alternativas ó $ 6 cada actividad.-
Si se inscriben
hasta el 18-02: $ 10 (ambas propuestas).-
Actividades:
Juegoteca
integral - De
Conferencia
- De
Dictados por las
Prof. Beatriz Caba y Elsa Aubert: Ambas son prestigiosas docentes,
profesionales del I.P.A. de Capital Federal, entidad que se ocupa de la defensa
de los Derechos de
Informes
e Inscripción. "El
Hormiguero" - Paz 440 en el horario de
Karina Silvani
Asociación Civil "Museo
del Juguete"
Tel: 15533879 - Paz
440- 7000 Tandil
museojuguetetandil@hotmail.com
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We would like to finish this issue of SHARE with two “international” messages from two dear SHARERS:
Dear Marina and Omar
I have just finished reading the NEW SHARE MAGAZINE. It´s getting better day by
day! Cheers!!!
Siomara de Cássia Miranda
English teacher-Rio de Janeiro-Brazil
Dear Omar and Marina
I wish I could tell you THANK YOU VERY MUCH, with a big hug for these 8
years supporting us !!
Medalit Holyoak from Perù
HAVE A
WONDERFUL WEEK!
Omar and
Marina.
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SHARE is
distributed free of charge. All announcements in this electronic magazine are
also absolutely free of charge. We do not endorse any of the services announced
or the views expressed by the contributors. For more information about
the characteristics and readership of SHARE visit: http://www.groups.yahoo.com/group/ShareMagazine
VISIT OUR
WEBSITE : http://www.ShareEducation.com.ar
There you can read all past issues of SHARE in the section SHARE
ARCHIVES.
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