An Electronic Magazine by Omar Villarreal and Marina Kirac ©


Year 4                    Number 108           July 6th 2003


   5100 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





What a beautiful week this has been! For one thing it was my birthday last Monday. Even when I had to work all day and there was no “big” celebration, it was an excellent way to start the week anyway. My students at Profesorado in Adrogué organized a real party in the classroom. We had the usual cakes and Coke (and even one balloon and a paper garland!). I felt really pampered. Tuesday´s was Sebas´s fifteenth birthday and that being another working and school day, we only had a cake in the evening and many kisses and hugs but that was all. Sebas´s friends are coming home next Saturday to stage a kind of party that they´re all planning to end up at a disco in Adrogué (cannot be helped!).

Monday was also a great day for all because we finished what we called the first enrolment  (the early bird one) for the Congress with a large number of teachers enrolled. By Friday the figure had gone up to nearly 300 people ( and still with 20 days to go)! We were delighted.

Our efforts and that of many colleagues were paying back in teachers enrolled.

I will not bother you with more details: Do you want to find out more about the Congress?

Visit our Website: where you will find all the information available.

This will be a great week too (we are sure). With a convenient mid-week break and the chance to go on working on a common project together and enjoying life in the family. Who could ask for more?




Omar and Marina



In SHARE 108


1.-    Story Telling: Heart and Soul of Education.

2.-        Extending Vocabulary Knowledge with Computers.

3.-    Words of the Year 2002.

4.-    II Encuentro de Gramática Generativa.   

5.-        Professional Development with “English & Fun”

6.-    E-teaching online.

7-     APIBA SIGs.

8.-    Why God never got tenure at a university.

9.-    We teach who we are: Judy Lloyd Yero in Argentina.

10.-        Seminar on Developing Literacy.  

11.-   The Buenos Aires Players on tour.

12.-   Just a way of saying.

13.-   Winter Promos by “On the Road”

14.-        Cambridge University Press: Very Active Winter Holidays.






Our dear SHARER Juan Pablo Aldamira from Paraná, Entre Rios, sends us this article with the very basics of art of storytelling.


Storytelling: The Heart and Soul of Education

By Stan Koki


The cultural, ethnic, and linguistic diversity of the Pacific region gives Pacific educators an excellent opportunity to enrich children’s learning. Diverse points of view, personal histories, prior experiences, and learning styles can be used to greatly enhance teaching and learning. The professional literature suggests numerous ways for teachers to design instruction so that all children learn. Storytelling is one way—it costs nothing, is enjoyable, and can be used anywhere and at any time (Zabel, 1991).


All people have a basic need to share stories. Stories organize experiences and record important happenings. As common forms of discourse, stories are of great interest and significance in language and literacy development, especially when considering the increased linguistic and cultural diversity of students in Pacific classrooms. Stories enable teachers to learn about their students’ cultures, experiences, and meaningful relationships. Through the sharing of stories, teachers and children “create the potential for new connections that link them together inside a new tale” (Dyson & Genishi, 1994).

This briefing paper presents research on the importance of storytelling in human experience, and explores the relevance of storytelling as an instructional tool in Pacific classrooms.


Why Are Stories Told?

Stories first arise in the context of relationships when small children acquire the ability to verbalize their experiences. With this verbalization, children become the “narrated selves” of their own lives, sharing interpretations with others. Like adults, children use narrative to shape and reshape their lives, imagining what could have or should have happened, and reviewing what actually did happen (Stern, 1985). Thus stories have interrelated social and evaluative functions (Dyson & Genishi, 1994). The stories we tell help define our socio-cultural landscape in particular ways and demonstrate connections between language, culture, and power (Dakhtin, 1981).

Storytelling is as old as mankind, predating any other form of oral history (Zabel, 1991). Joseph Campbell believes that stories in the form of myths represent “a cacophonous chorus” that began when our primal ancestors told stories about the animals they killed for food and the supernatural world to which they thought the animals departed after death. People tell stories in an attempt to come to terms with the world and harmonize their lives with reality (Flowers, 1988).

Stories have been used since time immemorial to record important events, celebrate the feats of heroes and heroines, transmit the spirit and facts of a major occurrence, and point out patterns of human experience and behavior. Storytelling is a cornerstone of the teaching profession (Zabel, 1991).

Researchers have noted the significance of storytelling in oral cultures that have persisted over time. Stories help tribe members to make sense of their collective experiences, such as illness, death, and conflict, as well as interrelationships, including courtship, marriage, childbirth, and stewardship of nature. An oral culture teaches tribe members to preserve the wisdom of their heritage, transmit skills, maintain respect for elders, and understand how children fit into their lives (Van Groenou, 1995).

Because they rely so much on words, stories offer a tremendous source of language experience for children. Stories are motivating, easily accessible, and immensely interesting. “Surely, stories should be a central part of the world of primary teachers whether they are teaching the mother tongue or a foreign language” (Wright, 1995).


Storytelling in the Classroom

It is important for children to make up stories, just as it is important for them to hear and respond to stories told by other people. When children create and tell a story in their own or a second language, the language becomes theirs (Wright, 1995). Oral language is an important tool for the cognitive growth of young children (Van Groenou, 1995).

With the increased use of the whole language approach to reading and writing, storytelling has taken on an important role. Students with experience in hearing and telling stories such as myths, legends, and folklore are eager to begin creating or writing their own stories. Critical thinking skills, vocabulary, and language patterns are enhanced through use of stories (Zabel, 1991).

Using stories in the classroom results in enhanced cultural awareness through the glimpses that stories afford into other people’s worldview. Because stories have been handed down through time, they are “examples of the heart and soul of the people who created them. They are treasured reminders of how life used to be (in both good and bad times), and how they show non-members of that culture some of the thinking strategies and beliefs that have made different groups what they are today” (Zabel, 1991).

Research clearly suggests that teachers must encourage and enrich oral development in young children. Egan (1993) states:


Oral and literate are not opposites; rather, the development of orality is the necessary foundation for the later development of literacy….Indeed, a sensitive program of instruction will use the child’s oral cultural capacities to make reading and writing engaging and meaningful. (pp. 37-38)

When presenting stories to children, teachers should keep the following premises in mind:


Getting Started

Using storytelling in the classroom may be somewhat intimidating to teachers initially, so it may be practical, at first, for a teacher to use a story that is personally appealing. Identifying how the story is to be used is a critical first step; then, the appropriate type of story can be chosen. Here are a few suggestions that can help incorporate storytelling into a language curriculum:


1.     Introduce units about geography and people of the world by telling interesting stories from those cultures.

2.     Decide ahead of time how to use gestures, props, voices, and other devices that will make the story come alive for children.

3.     Describe different sensory experiences, and lead children into inquiry with the teacher.

4.     Stimulate children’s imagination by encouraging them to participate in storytelling and listening.

5.     Encourage use of metaphors as a way of finding similarities between objects.

6.     Maintain eye contact with the audience, pause at the end of the story, and provide lots of opportunities for children to listen and tell stories in class (Van Groenou, 1995; Zabel, 1991).


We all need stories in our daily lives. Stories are particularly important to children because they help children understand their world and share it with others. “Children’s hunger for stories is constant. Every time they enter your classroom, they enter with a need for stories” (Wright, 1995).




1.     Listen with sensitivity to students’ stories, and design instruction around those stories to allow students’ diverse experiences to become meaningful for the students presenting stories as well as for listeners.

2.     Use a range of stories to help meet the linguistic, social, and academic needs of an increasingly culturally-diverse student population.

3.     Explore storytelling as a way for students to learn and develop an understanding of themselves and others through their life stories.

4.     Develop students’ reading and writing skills by building upon the ability to orally articulate personal experiences.



Dakhtin, M. (1981). Discourse in the novel. In M. Holquist (Ed.), The dialogic imagination: Four essays by M. M. Dakhtin. Austin, TX: University of Texas Press.

Dyson, A. H., & Genishi, C. (1994). The need for story: Cultural diversity in classroom and community. Urbana, IL: National Council of Teachers of English.

Egan, K. (1993, Winter). Literacy and the oral foundation of education. The NAMTA Journal, 18, 11-46.

Flowers, B. S. (1988). Joseph Campbell: The power of myth with Bill Moyers. New York: Doubleday.

Stern, D. (1985). The interpersonal world of the infant: A view from psychoanalysis and developmental psychology. New York: Basic Books.

Van Groenou, M. (1995, Summer). “Tell me a story”: Using children’s oral culture in a preschool setting. Montessori LIFE.

Wright, A. (1995). Storytelling with children. Oxford: Oxford University Press.

Zabel, M. K. (1991, Fall). Storytelling, myths, and folk tales: Strategies for multicultural inclusion. Preventing School Failure, 32.


© Stan Koki - Pacific Resources for Education and Learning.






Our dear SHARER Malvina Beltrán from Misiones wants to share this article with all of us:



Extending Vocabulary Knowledge with computers
by James Thomas
Masaryk University, Brno, Czech Republic


When learners of a foreign language actively observe new vocabulary when reading, they might wonder if the new word, new phrase, interesting collocation etc, is worth learning. As experience tells us, "knowing a word" is much more than knowing its denotative meaning. In the effort to make a vocabulary item available not only for receptive purposes but for productive purposes as well, it is necessary to know the company it typically keeps. For example, what do you make of the third word in this headline from the Sydney Morning Herald?

Scientists all agog after discovery of fossilised menagerie

Sometimes a single context suggests the meaning, but this is not always the case. Dictionaries usually help, but not always: Cobuild's E-dict tells us: If you are agog, you are excited about something, and eager to know more about it. On the other hand, the fact that it is not in the Cambridge Learner's Dictionary (CD version), suggests that the lexicographers considered agog to be beyond learners’ needs. Since it is no more practical for students to learn every new word they met, than it is for a dictionary to include every word in a language between its covers, it is necessary to prioritise. The following section discusses a variety of computer-aided approaches to prioritising.

One criterion we apply when deciding whether or not to learn a vocabulary item is the need it fulfils: does agog do anything that its synonyms don’t? By putting the cursor on the word and hitting Shift F7, Microsoft Word 2000 offers the following synonyms for agog: eager (1351), excited (1803), impatient (677), keen (3710), avid (161), interested (8787), enthusiastic (1431), curious (2098). Notice that two of these synonyms appear in E-dict’s definition above. And a list of synonyms certainly gives some idea of the field of meaning. An internet view on synonyms is the beautiful display at Plumb Design Visual Thesaurus. Click this link and hit its "click to launch". Then at the bottom of the new screen, enter any word whose synonym you would like to follow. You can read a short review of this at Yahoo Picks.

At the opposite end of the scale of "near-perfect combination of content and design" is another on-line source of synonyms called Wordnet. After searching for a word, it provides you with that word’s categories. For example, if you were writing an article describing an experiment and found that the word experiment was too frequent in your text, you might want to use a synonym. Wordnet offers three categories for this word, [click here] from which you can then choose to look at its synonyms [click here], and equally important for discourse, its hypernyms, hyponyms, holonyms, antonyms, meronyms, depending on what is available for your search word. The simplicity of design is not a liability.

A second criterion in deciding whether or not to learn a vocabulary item is an item’s typicality. The numbers beside agog’s synonyms represent the absolute count of each word in the British National Corpus which has approximately one hundred million words: agog itself occurs only 25 times in the BNC which is a good clue as to why it was not included in the 35,000 meanings included on the CLD CD. If we accept that a non-native speaker’s language production becomes more native-like as he or she employs more and more native-speaker like elements, the issue of typicality becomes important.

However, despite agog being a rare word relative to its synonyms, the Sydney Morning Herald chose it for that headline possibly because its rarity gives weight to the headline, possibly because "all agog" is an eye-catching cliché, and possibly because one would not expect scientists to be "agog". It is quite usual for a specific context to place constraints on the synonyms that can be substituted, so that of the eight listed above, the scientists could perhaps have been "excited" instead of "agog", but at the expense of a shade of meaning. Regardless, the newspaper was able to use this word because native speakers know it.

The scenario then is that students of a foreign language are meeting new vocabulary items while reading. Looking them up in a dictionary leads to a better understanding of the current text, but does not automatically lead to them being available for productive purposes. Meeting a word in a single context cannot exemplify the range of grammar patterns that a word has, nor the semantic fields it appears in, nor its various collocations. More focussed work is required if a student wants to learn a word. There are many ways to skin a cat, as the English idiom has it, and one way of elevating passive vocabulary to active vocabulary is by studying it in multiple contexts, and preferably authentic ones. One would have to read a lot of English text before coming across agog in such contexts. One could search a corpus, however. To be sure, a corpus is a database of multiple texts and a concordancer is a program which searches it.

Concordancing is a computer-based activity undertaken by people studying language for both academic and practical purposes. After searching a database of natural language, a corpus, for a particular item, usually a word, the program typically returns a page of text which has the target item vertically aligned down the centre of the screen. In this way, concordancing offers two simultaneous views on the target item: the horizontal view in which multiple contexts of the item can be observed, and the vertical in which the item’s co-text is displayed. This data can then be interpreted and used to address the question that initiated the search. The diversity of a language can never be comprehensively presented in a dictionary and few dictionaries provide much information about a word’s grammar or its collocations. For simple searches, it takes a concordancer seconds only to search a corpus, and the human interpreter of the data can often find the answer almost as quickly if the question is well-framed and the search query properly formulated. These skills are as learnable and as useful as the multitude of computer skills that people now take for granted. For language students, teachers, translators and people writing in a foreign language, access to data for checking one’s intuitions on the fly is invaluable.

The corpus I use with my students is the Collins Cobuild Corpus Concordance Sampler (henceforth CCS), available on-line most of the time. They occasionally have server problems, e.g. a hacker brought it down for ten days in November 2002. Being a sampler means that the CCS does not offer a full range of functions - for this, one must become a subscriber. For example, the above BNC word counts for agog’s synonyms cannot be derived from the CCS. Nevertheless, as an introduction to how a corpus can help a learner address such issues as a vocabulary item’s "company", its typicality and usefulness, it is ideal.

One way of learning to use something is to use it. So without further ado, click this link Collins Cobuild Corpus Concordance Sampler and Type in your query, agog. Then click Show Concs. Eight concordances appear - an unusually and gratifyingly small number to deal with.


What do you notice about the layout?


What do you notice about agog?


What has been learnt about the word in the process of making these observations?


The CCS allows a great many types of searches which can answer many simple questions that crop up when reading and writing: this includes translating and marking students’ written work. My website, A Ten-step Introduction to Concordancing through the Collins Cobuild Corpus Concordance Sampler, aims to instruct people in forming search queries and utilising the results. As its title indicates, it is an introduction to concordancing, not specifically a manual for the CCS. Relevant linguistic concepts are illustrated and a wide range of search activities is provided. There is also a plethora of links from this site to related topics.

DIY concordancing

Once students are familiar with reading concordances and understand what a unique and valuable perspective can be gained by observing vocabulary items in multiple and authentic contexts, there is another resource available on the Web which can be utilised, if the reading text is available in electronic form.

The Compleat Lexical Tutor offers a wide range of vocabulary learning facilities. We will look here at only one of them. Click the link and go to the Hypertext Builder in the "Teachers" column. Once you have a text pasted into the text box, the program creates a hyperlinked version of it. This means that while you are reading and studying it, you can click on any word to see it concordanced in a lower part of the screen. You can also click to see the word in a WordNet window with the facilities described above. It literally takes seconds to copy and paste a story from the Internet, e.g. from a news service such as the Sydney Morning Herald or The Guardian, into the Hypertext Builder and have the page available for reading and studying in these ways.

In conclusion, it has to be admitted that it takes some investment in time to learn how to use concordancers and derive the benefits that are available. Part of this investment is coming to understand what vocabulary per se is, and my Introduction to Concordancing website is written with that in mind. In an era which so highly values learner autonomy and discovery learning, concordancing has much to offer. In an era when more and more teachers and students have easy access to on-line resources, dictionaries, thesauri and concordances open up paths to linguistic independence undreamt of even a decade ago. But these are little more than toys in the hands of novices: language learners need learner training to understand what they need to know.


© IATEFL Poland - Computer Special Interest Group




3.-       WORDS OF THE YEAR 2002


The following is a reproduction of the article published in World Wide Words issue 322 :         



At their annual meeting each January, the members of the American Dialect Society select words and phrases that came to prominence in the previous twelve months. Though those proposing and voting on terms include many academic linguists and dictionary makers, this

is definitely lexicography with its hair down.


That's not to say that the selection is trivial or that it doesn't reflect current concerns. This year's is noticeably more serious that some that have preceded it and has been deeply affected by current political and military concerns. Among the words proposed were "weapons of mass destruction", "regime change" (a change of leadership through external pressure), "axis of evil", and the less serious "Saddameter" (an indicator showing the daily likelihood of war with Iraq), and "Iraqnophobia" (a strong fear of Iraq).


The other major theme this year has been electronic communications, perhaps surprisingly so in view of the bust and the general slowing-down of economic activity in the field. Nominations here included the verb "to Google", to seek online information by means of the Google search engine, "blog" (a log of personal events that is posted on the Web), "datavalence" (surveillance using computer systems), and the prefix "war-" (as in "war-chalking" and "war-

driving") for various forms of unauthorised Internet access.


The more skittish end of linguistic creativity was also evident in nominations for "grid butt" (marks left on the buttocks by fishnet pantyhose), "sausage fest" (a party with more males than females), "unorthodox entrepreneur" (a panhandler, prostitute, or drug dealer in a Vancouver park), "diabulimia" (loss of weight by a diabetic skipping insulin doses), "neuticles" (fake testicles for neutered pets), and "dialarhoea" (the inadvertent dialling of a cell phone in a pocket or handbag).


These are the final results in various categories, as voted on yesterday evening (Friday 3 January) in Atlanta, Georgia:


 Most likely to succeed: Blog.

 Most useful: Google.

 Most creative: Dialarhoea.

 Most unnecessary: Wombanisation (feminization).

 Most outrageous: Neuticles

 Most euphemistic: Regime change.

 Phrase of the Year: Weapons of mass destruction.


Earlier in the week we were also graced with the 28th annual list of Banished Words from the Lake Superior State University at Sault Ste Marie, Michigan. This small college's yearly mini PR-fest is based on words that have been submitted by the general public in the previous 12 months.


The selection, as so often, reflects idiosyncratic dislikes. Some sponsors of terms were troubled by the lack of logic demonstrated by their creators and users. "Untimely death" was disliked by

several people on the grounds that few deaths are actually timely; "on the ground" was cordially hated because it is where we spend most of our time anyway; "must-see TV" is taken by its detractors to mean the opposite; "material breach" grates, one submitter argued, because it "suggests an obstetrical complication that pulls a physician off the golf course", rather than an issue of crucial diplomatic and military relevance. Others proposed "weapons of mass destruction", "homeland security" and "now, more than ever ..." for various reasons, but in essence because they are becoming clichés through overuse.


Other examples cited included the overuse of "extreme" in sports and marketing, the common saying by sports commentators that "there is no score" (when what they mean, it was argued, is that the score is 0-0) and the too-frequent appearance of "having said that" and "that said" in the news media. The full list is at . 



World Wide Words is copyright (c) Michael Quinion 2003.  All rights reserved. The Words Web site is at .






Our dear SHARER Elena Ganazzoli from the Organizing Committee of the Jornadas has sent us this update:  


Auspiciado por la ALFA (Asociación de Lingüística Formal de la Argentina), el Proyecto de

Investigación “Criterios generales para el análisis del error: descripción de errores sintácticos

Y léxicos e hipótesis sobre su origen” y la Maestría en Lingüística (Universidad Nacional del

Comahue) los días 7, 8 y 9 de agosto de 2003 se llevará a cabo en el I.E.S en Lenguas Vivas

“Juan Ramón Fernández”, de la ciudad de Buenos Aires, el II Encuentro de Gramática



La lista de ponencias aceptadas para su presentación en el Encuentro es la siguiente:


Adriana Alvarez (Universidad Nacional del Comahue) – Verbos inacusativos en niños de 5 y 6 años: ¿una adquisición tardía?

Maura Alves de Freitas Rocha (Universidade Federal de Uberlãndia) - Estruturas com deslocamento no Português do Brasil – Os antitópicos

Roberto Aranovich (Universidad Nacional del Comahue) - Dos tipos de causativos morfológicos en mapudungun

Francisco Arellanes (El Colegio de México / Universidad Autonoma Metropolitana-Iztapalapa, UAM-I) - Nombres en zapoteco provenientes del español: evidencia a favor de la teoría de la correspondencia

Eduardo Barrio & Eleonora Orlando (Universidad de Buenos Aires) - La distinción entre semántica y pragmática en el modelo HPSG

Elena Benedicto (Purdue University) - D[class] as parasitic features in the verbal functional realm: a crosslinguistic look at verbal classifiers

Eduardo Bibiloni (Universidad Nacional de la Patagonia San Juan Bosco) - El orden de los argumentos como condición de legibilidad

Eduardo Bibiloni (Universidad Nacional de la Patagonia San Juan Bosco) - La expresión del estado temporario en la lengua mapuche. Estudio contrastivo con el español

Geraldine Chaia (Universidad Nacional del Comahue) - Los mecanismos generativos y la interpretación de los diferentes sentidos de un elemento léxico

Wen-yu Chiang & Kenichi Oda (Graduate Institute of Linguistics, National Taiwan University)  - Japanese Loanwords in Amis

Gabriela Comezaña (Universidad Nacional del Comahue) - Condiciones para la formación de nominales en -or

Paulo Correa (Universidade Federal do Rio de Janeiro, UFRJ/ Faculdades Integradas de Palmas, FACIPAL) - Argumentos x Núcleos Focales: El estatus de los clíticos que duplican SSNN en español

Sandra Cvejanov (Universidad Nacional del Comahue) - Construcciones seriales en lengua de señas argentina

Marcela Depiante (Universidad Nacional del Comahue) - Análisis del “stripping”  como anáfora superficial

Marcela Depiante & Andrés Saab (Universidad Nacional del Comahue) - Condiciones sobre la focalización y la elipsis. Una respuesta al Enigma de Dahl

Ángela Di Tullio (Universidad Nacional del Comahue) - Auxiliares y operadores aspectuales en el español rioplatense

Ana Luzia Dias (Universidade Federal de Santa Catarina, UFSC) - Observações acerca da acentuação contrastiva sobre clíticos pronominais no português do Brasil

Vanesa Soledad Farías y María Inés Quevedo (Universidad Nacional de la Patagonia San Juan Bosco) - El sujeto in situ y el orden de palabras

María Rosa Fracassi (Universidad Nacional del Comahue)- Complejos nominales en inglés y sus implicancias para la traducción

Rosa Junia García Barragán Córdova (Universidad Autonoma Metropolitana-Iztapalapa, UAM-I) - Sobre la Interacción del Aspecto (Im)perfectivo y el Aktionsart

Mirta Groppi (Universidade de São Paulo) - Satisfacción del EPP en español

Claudia Herczeg (Universidad Nacional del Comahue)- Los posesivos prenominales en lenguas romances

Reina Himelfarb (Universidad Nacional del Comahue)- Las partículas verbales del inglés y los adverbios preposicionales del español

Laura Kornfeld (Universidad de Buenos Aires/ CONICET)- Adverbios en –mente y Estructura Morfológica

Inés Kuguel (Universidad de General Sarmiento) - Estructura semántica de los nombres deverbales en el léxico especializado

Claudia Mársico (Universidad de Buenos Aires/ UNSAM) - Las variantes argumentales del verbo

‘parecer’ en español: Una tesis sobre el borrado de infinitivos copulativos

Andrea Menegotto (Universidad de Buenos Aires/Universidad de Mar del Plata) - Sobre el adverbio recién: rasgos y categorías funcionales de tiempo y aspecto en dos variedades de español

Nora Múgica (Universidad Nacional de Rosario) - La derivación verbal: los causativos morfológicos con –izar

Alejandra Olivares (Universidad Nacional del Comahue) - El rol de la enciclopedia: implicancias para la interpretación y representacion formal de los derivados instrumentales en –dor

Francisco Ordoñez (State University of New York, Stony Brook) & Antxon Olarrea (University of Arizona, Tucson) - Microvariation in Interrogatives in Romance: the case of Caribbean Spanish

Phoevos Panagiotidis (Cyprus College) & Stavroula Tsiplakou (University of Cyprus) - An A-binding asymmetry in Greek and its significance for Universal Grammar

Luis Paris (University at Albany) - Mereolological contraints on extended arguments

Teresa Parodi (University of Cambridge) - Morphological and syntactic effects of finiteness in the second language: pronouns and empty categories in Null Operator structures

Patricia Rogieri (Universidad Nacional de Rosario/CONICET) - El modo subjuntivo en español. Notas para el  tratamiento en una teoría de rasgos

Andrés Saab (Universidad Nacional del Comahue/CONICET) - Algunas observaciones sobre la naturaleza morfológica de T

Andrés Saab (Universidad Nacional del Comahue/CONICET) - Identidad morfológica estricta e inserción tardía

María Elena Simoni (Instituto Universitario Ortega y Gasset) - Verbos preposicionales en la interface léxico-sintaxis

Taeshig Shin (Universidad Autonoma Metropolitana-Iztapalapa, UAM-I) - La categoría funcional extra ‘Foco’ en el español medieval

Takashi Toyoshima (Kyushu Institute of Technology) - Breton V1 Construction: Evidence for Head-to-Spec Movement

Esthela Treviño (Universidad Autonoma Metropolitana-Iztapalapa, UAM-I) - Partitives in Spanish

Augusto Trombetta (Universidad de Buenos Aires) - Las predicaciones no verbales independientes: El caso de los refranes

Vazquez Soto, Verónica (Universidad Autonoma de México, UNAM) - Topicalizaciones de objeto en cora (lengua yutoazteca-México)

Evani Viotti (Universidade de São Paulo) - Revisitando a ordem VS do português brasileiro

Saša Vukic (University of Connecticut)- What constrains A-movement?



Los plenarios estarán a cargo de Jorge Hankamer (University of California), Jairo Nunes

(Universidade de Campinas), Celia Jakubowicz (Université de Paris V – CNRS) y Pascual Masullo

(University of Pittsburgh).

Para mayor información, escribir a: o consultar la siguiente página Web:






Our dear SHARER Alejandra Jaime sent us this announcement:


English & Fun and Anglia Examination Syndicate announce  a new Seminar for EFL professionals


"Bridging the gap between potentially theorical teaching and realistically differential learning".

A vast array of innovations in ELT for the teacher of the New Millennium.


Games + English = Fun  by Patricia Gómez

Rhymes and Fingerplays  by Patricia Gómez (INSPT - Universidad Tecnológica Nacional)


I'm a superteacher  by Laura Szmuch & Jamie Duncan (NLP Master Practitioners)


Using a cross curricular approach for organizing language learning  by M. Marcela Marianelli  

(Macmillan Educational Consultant)


Saturday, 12 July - 8:45 a.m - 02.00 pm


Colegio Guido Spano - Sánchez de Bustamante 1366 - Palermo, Bs As.

Fee: - Anglia Members $ 5  // Non Members $ 15 (handouts included)

Certificates of Attendance // Raffles // Stands


Registration : / (011) 243 - 3589






Our dear SHARERS Alicia Lopez and Pat Salvador, editors E-teachingonline have sent us this note:


E-teachingonline  editors want to express their gratitude to the more than 18,000 visitors to the activity magonline for English teachers.

Issue # 8 highlights: EXAM ZONE offering a good selection of optional mid-term exams and Mock Tests for UCLES exams; Friends activities, songs, poems, crafts to celebrate the day and learn; a good number of cool internet-based activities; Oscar Wild's life, letters and work explored and offered in a variety of formats to motivate classes;+ the usual loads of ELT material and info to meet teachers' needs.  let us help you!


Marina and I have analyzed this magonline extensively and would like to make public our sincere congratulations to these two colleagues for their professionalism and devotion to produce this publication with a distinctive feature not very often found in ELT productions: its appeal to both the ELT classroom teacher and the specialist (and Marina wants to add : all this in incredibly good taste!).




7-    APIBA SIGs


Our dear SHARER Alejandra Jorge, APIBA SIGs Co-Liaison Officer, sends us the timetable for the next SIG meetings:



Second Language Teaching SIG in Bernal, Prov. of BA -

Coordinators: Mónica Gandolfo - Silvia Rettaroli

Date: Saturday, July 12th, 2003 -- Time: 10 - 12

Venue: ISFD No. 24, Dr Bernardo Houssay, Avellaneda 177, Bernal, Prov. of B.A.

Agenda: Topic: Cultures/ Subcultures in the classroom


Professional Development SIG in Pilar, Prov. of BA

Coordinators: Silvia Caporale - Gabriela Domínguez 

Date: Thursday, July 10th -- Time:  15.30 – 17.30

Venue: Wellspring School – Km 42.5. Las Camelias  3883- Del Viso, Prov. of B.A.  

Agenda: Topic: Women through the Centuries: Part II - American 20th Century Women

African women writers - Exposition of research work.


Language SIG - Coordinators:  Myriam Sosa Belenky – Graciela Torres

Date: Saturday, July 12th, 2003 -- Time: 11.15 - 13.15.

Venue: CIBA. Viamonte 1475 Capital

Agenda:  “How do you say spot?” -  Language on war – Chemical Weapons - Classroom Language


Phonology SIG - Coordinators:  María Valentina Roldán - María Isabel Santa 

Date:  Saturday, July 12th, 2003 -- Time: 9.00 - 11.00

Venue: CIBA. Viamonte 1475

Agenda: “Analysis of  Intonation of Classroom English” using scenes from the film MATILDA.


Applied Linguistics SIG  - Coordinators: Martha Crespo - Sandra Revale

Date: Saturday, August 16th, 2003 -- Time: 9.00 – 11.00

Venue: Liceo Cultural Británico, Corrientes 5305, Buenos Aires

Agenda: Discussion of the article on Group Dynamics from “Affect in Language Teaching”, Chapters 1 and 12 from “Inside Teaching” and sections 1, 2 and 3 from “Humanising Your Coursebook”, by Mario Rinvolucri.


Literature & Cultural Studies SIG - Coordinators: Valeria Artigue – Susana Groisman.

Date: Saturday, August 9th, 2003 - Time: 10.00 – 12.30 PM

Venue: AB School of English, Av. Montes de Oca 340, Buenos Aires.

Agenda: Discussion of New Englishes; Colonisation; Post/Colonialism; Multiculturalism; Literacy; Renaming & Mapping; White Selves & Black Others


Second Language Teaching SIG in Lomas de Zamora, Prov. of BA.

Coordinators: Mónica Gandolfo - Silvia Rettaroli

Date: Saturday, August 30th, 2003 -- Time: 10 - 12

Venue: ISP "Presbitero A. Saenz", Calle Saenz 740, Lomas de Zamora, Prov. of B.A.

Agenda: Topics: Why L2 adult learners fail to acquire the morphology of L2 accurately and Classroom management.


Fees: Paid-up members of APIBA, members of paid-up FAAPI Associations, and teacher trainees can participate free of charge. All others: $10 contribution per session.


For further information on APIBA SIGs visit  (APIBA SIGs link) or contact Alejandra Jorge or Silvia Rettarolli, APIBA SIGs Liaison Officers, at







Our dear SHARER Evangelina Saiz from Córdoba sent us this tongue-in-cheek contribution:


Why God Never Got Tenure At Any University
1. He had only one major publication.
2. It was in Hebrew.
3. It had no references.
4. It wasn't published in a refereed journal.
5. Some even doubt he wrote it himself.
6. It may be true that he created the world, but what has he done since then?
7. His cooperative efforts have been quite limited.
8. The scientific community has had a hard time replicating his results.
9. He never applied to the Ethics Board for permission to use human subjects.
10. When one experiment went awry he tried to cover it up by drowning the subjects.
11. When subjects didn't behave as predicted, he deleted them from the sample.
12. He rarely came to class, just told students to read the Book.
13. Some say he had his son teach the class.
14. He expelled his first two students for learning.
15. Although there were only ten requirements, most students failed his tests.
16. His office hours were infrequent and usually held on a mountaintop






It is real pleasure for us to publish this message from our dear friends and SHARERS Oriel Villagarcía, Jamie Duncan, Laura Szmuch and Maria Marta Suárez who are currently organizing a unique seminar with Judy Lloyd Yero that both Omar and I will not miss (hope to see you there too!).  


We teach who we are - The impact of teacher’s thinking  on their work

with Judy Lloyd Yero


Saturday 27th September - 09.30 – 18.00

CONSUDEC, Casa de La Educación - Bartolomé Mitre 1869, Capital Federal


In this intensive session you will have the opportunity to explore the beliefs, values, assumptions, metaphors, and other unconscious thinking processes that define "who you are" and shape your perceptions and behaviour as a teacher.



* This session is for the teacher who is looking to grow and develop.

* Suitable for teachers of any subject. (The workshop will be given in English)

* Individual, small, and large group activities will initiate the self-reflection process.

* We will have a chance to explore what really happens when we enter the classroom and how our thoughts and affect the interaction.

* Ideas for empowering teachers to better results.

* Participants will receive handouts and suggestions for ongoing reflection.


* The day will conclude with a panel including Judith, Laura Szmuch, Jamie Duncan and María Marta Suárez, chaired by Oriel Villagarcía.


About Judy

Judy Lloyd Yero taught junior high and high school physical science, chemistry, and physics in Chicago for twenty years, serving for six of those as Science Department Chair at a large suburban Chicago high school. During her years in teaching, she created award-winning science lessons; published articles and activities in several educational journals; presented workshops at numerous conventions; served on a National Science Foundation curriculum evaluation panel; and was a member of the NASA committee that selected the first student science projects to be carried into space. Her extensive postgraduate studies focused on bio-psychology and education and the application of research from the neuro-ciences to the development of more brain-compatible teaching methodologies. From helping teachers better understand the unique ways in which their students process information, Yero has spent the last several years researching the area of teacher reflection.  Judy Lloyd Yero  has written Teaching in Mind: How Teacher Thinking Shapes Education, published in January of 2002. 

In conjunction with the book, she founded Teacher's Mind Resources to encourage meaningful teacher reflection, and to empower teachers to mindfully transform, rather than reform, the educational process. She maintains an extensive web-site  and continues to add thought-provoking articles analyzing traditional and current educational thought.


Fee schedule: in pesos

Very Early Birds: $30 - Until August 10th

Mid-morning Sparrows: $45 – Until September 10th

Late Night Owls:  $60 - Until September 25th (Registration closes here)


How to enrol?

Deposit the money in the following account: Banco de la Nación Argentina Branch: 00488

Account Nº: 48019310/2 Titular: James Duncan - CBU Nº (for bank tranfers): 01100488-30004801931029 – Fax a statement of your personal details together with the stamped bank deposit slip to:  011-4827-1396


For further information contact:

RT Resourceful Teaching - (011) 4641-9068 -  -

ALL Alternative Language Learning®     - (011) 4821-0280 -

TOOLS FOR TEACHERS - (011)4774- 5102 -






Our dear SHARER Maria Teresa Manteo has sent us this invitation: 


Support Learning Educational Consultancy

With the support of IRA –Lectura y Vida announces


Weaving Literacy through the Arts

Workhop aimed at EGB 1, 2 &3 teachers


"Comprehensive reading  is at the core of education these days: we know how crucial it is for our students to forge their identity and their understanding of the world. Yet, pivotal as it is, we are finding it these days more and more difficult to engage young readers in texts that require sustained attention and exploratory skills. Luckily, there are many avenues within the art field that can help us stretch our students’ minds and gain meaning from texts."

Extract from Preview Article on "Weaving Literacy through the Arts" Workshop



María Teresa Manteo

Language and Literature Teacher at IGCSE & IB levels, Scholastic Literacy Consultant

Primary School Coordinator, International Reading Association Lectura y Vida Researcher,

St John's Language and Literature Teacher.


July 12th  9:30-12:30 AM at New England School of English - Santa Fe 5130  Capital

Fee: 20$    Registration Essential -  Limited Vacancies

Hand-outs and Certificates of Attendance       


For registration details contact María Teresa Manteo at:

(11) 4503 0605. For more information on in-service training and online counselling, visit:







Following the astounding success of their last tour (more than 4500 people all in all!), our dear friend and SHARER Celia Zubiri announces the Bs As Players August Tour: 


The Bs. As. Players. (011) 4812-5307 / 4814-5455


JUEVES 14 - ZARATE- Teatro Coliseo – Calle 19 de Marzo 314

9 AM - School Ties

11 AM - Quasimodo, the Hunchback

2 PM - Cheers for Googie


VIERNES 22 - MORON - Universidad de Moron - Cabildo 134


2 PM - Cheers for Googie

4 PM - Quasimodo, the Hunchback

6 PM - School Ties

8 PM - Docctor in spite of Myself




LUNES 25 -VILLA MARIA - Teatro Verdi - H. Yrigoyen 318


10:30 AM - Doctor in Spite of Myself

2 PM - Cheers for Googie

4 PM - Quasimodo, the Hunchback

6 PM - School Ties

Sales representative: Silvana Bastino > 0353-4536089 >


MARTES 26 - CORDOBA - Teatro Comedia


9 AM - School Ties

11 AM - Quasimodo, the Hunchback

2 PM - Cheers for Googie

4 PM - Quasimodo, the Hunchback

6 PM - School Ties

8 PM - Doctor in Spite of Myself

Sales representative: Fernanda Garstein > 03543-427873/  0351-4251181 -                        


MIERCOLES 27 - SAN JUAN - Teatro Sarmiento


11 AM - Cheers for Googie

2 PM - Cheers for Googie

4 PM - Quasimodo, the Hunchback

6 PM - School Ties

9 PM - Doctor in Spite of Myself

Sales representative: Eduardo Castro > 0264-4263728 / 15-565-6261 -                         


JUEVES 28 - MENDOZA - Teatro Mendoza, Calle San Juan 1427

11 AM - School Ties

2 PM - Cheers for Googie

4 PM - Quasimodo, the Hunchback

6 PM - School Ties

8 PM - Doctor ins Spite of Myself


Sales representative: Laura Casetti de Racca > 0261-4390754 >


VIERNES 29 - RIO CUARTO - Teatro  Municipal de Rio Cuarto

2 PM - Cheers for Googie

4 PM - Quasimodo, the Hunchback

6 PM - School Ties

8 PM - Doctor in Spite of Myself

Sales representative: Raquel Nadalig > 0358-4630024 >


SABADO 30 - CANALS - Teatro Sociedad Italiana

2:30 PM - Cheers for Googie

4:30 PM - Quasimodo, the Hunchback

7 PM - School Ties

Sales representative: Marta Mc Cormick > 03563-4207130 -                                






Our dear SHARER Graciela Weller from Montevideo,Uruguay (a word lover, as she describes herself) has sent us these three expressions from what she calls her “impressive” collection:


tin ear (noun)

1. Insensitivity to differences in music or speech sounds.
2. Inability to appreciate subtle differences in a particular discipline.
[From the idea of metal being incapable of sensation.]

”While Olympic committee volunteers have shown poor management skills, management types have had a tin ear for effectively running a sports union."
Jere Longman; Professionalism Eludes U.S. Olympic Committee; The New York Times; Jan 26, 2003.

idee fixe (noun) plural idees fixes

An idea that dominates the mind; a fixed idea; an obsession.

The  reality  of  obsession  -- its incessant return to the same  few  themes,  scenarios and questions; its meticulous examination and re-examination of banal minutiae for hidden      meanings  that  simply  aren't  there; the cancerous way an idee  fixe  usurps other,  more interesting thoughts – is that  it  is confining, not rebellious, and not fascinating but maddeningly dull.
Laura  Miller,  "The  Streetwalkers  of  San  Francisco," - New York Times, August 20, 2000

catch-22 (noun)

A situation marked by contradiction, absurdity, or paradox, where a solution is impossible to achieve.

"Yet ask members of the public what they think about street sellers, and the most virtuous will respond that they should be banned from the city streets. Yet the sellers do a roaring trade, and could not do so unless their goods and services met a substantial public need. Some solution to this Catch 22 situation is long overdue ..."
Word From the Streets: The Plight of the Informal Sector; The National (Papua New Guinea); May 19, 2003.

"The players involved say it's too early to talk about it, which leads to a catch-22. If you wait until it becomes a pertinent issue, it may no longer even be an issue."
Tony Jackson; Reds Ponder Rare Slugging Trio; Sebastian Sun (Florida); May 21, 2003.





Our dear SHARER Ximena Faralla has got an exclusive offer to make:

On the Road Theatre Company : Pre-Winter Holidays Promos!

Welcome the winter break with one of our PROMOS!

PROMO I : One play* for your school at a fixed price of $400-. (*Primary School plays).
Our plays are:  "Dracula?" , "Snow white 2003" & "Beauty & the beast (the play)".

PROMO II : 3 x 2! Three storytelling sessions for the price of two!

Our stories are: "red riding hood & her robin", "the haunted house", beauty & the beast", "the fall of the house of usher" & "the pit and the pendulum". 
Each Story $150-. Take three stories and save $150!

All plays and stories written and directed by Ximena Faralla - Music by Julián Vidal -Songs by Marcelo Andino & Julieta Milea.

Book now! - 4568-7125 -




Our dear SHARER Paula Gelemur has sent us this invitation to join CUP in their very active winter holidays:

July 24, from 10 to 12. Kel Ediciones, MT de Alvear 1369, Bs As.

Help your students become good conversationalists with Let’s Talk 1, 2 and 3 and the latest self-study resources. 

Explore our latest conversation course as well as state-of-the-art multimedia self-study resources: the Cambridge Spanish-English Dictionary CD ROM and New Interchange Business Companion 1 and 2 + audio CD.

July 29, from 10 to 12. Kel Ediciones, Conde 1990, Bs As.

Success at international exams with Cambridge Learner’s Dictionary and English Grammar in Use CD ROM: grammar and vocabulary at your students’ fingertips.

Are you a technology wannabe? Then come to this session and see how you can make the most of Cambridge multimedia resources to create grammar and vocabulary activities in no time. Explore all the Use of English areas international exam students need to master: phrasal verbs, synonyms, idiomatic expressions, verb patterns, etc.

July 30, from 10 to 12. Kel Ediciones, Italia 172, Bs As.

The latest desktop resources for busy students and teachers: Cambridge Spanish-English Dictionary CD ROM and English Grammar in Use CD ROM.

Do you teach adolescents or adult professionals? Then come to this presentation and see how you can help your students tackle key areas of language use such as false friends, idioms and double  meanings.

Raffles at all three events include audio and video materials!

Enrolment: (011)  4322-5040 /4328-7648 Or mail to:
All presentations are free of charge. Certificates of attendance will be given upon request.
If you consider it suitable, come along with your students.


Today we want to say goodbye with a beautiful poem our colleague Daniel Colombini from Arroyo Seco, Santa Fé wrote. Daniel is a lecturer at Instituto Superior de Profesorado Nº 3 de Villa Constitución, Santa Fe and has sent us this beautiful poem that he authored.





There are mournful songs in the air

When shadows,

Heartbreak, sorrow,

Will threaten

Life in bloom.


I give to the winds my sorrowful verse

Because there’s a silence,

A frustrated occasion

To enjoy thoroughly

Life in bloom.


What’s the sense, though,

In airing my deep grief

For the lost hour

When it’s possible to enjoy again

Life in bloom.


Better kneel in prayer,

Not driven by some need

But to thank the Lord

For the greatest gift:

Life in bloom.



Omar and Marina.


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VISIT OUR WEBSITE : There you can read all past  issues of SHARE in the section SHARE ARCHIVES.