An Electronic Magazine by Omar Villarreal and Marina Kirac ©
Number 112 August
5800 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
We have many reasons to be super happy these days (and the bitterly cold weather we´ve been is not one of them!!). Both Marina and I always say that anyone who stops to think positively about his or her own life will always find reasons to call himself or herself happy (… only that you need to educate yourself to think positively). But coming back to our own case, we have a couple of very objective reasons to be happy. One of them is the launching of our new book for the last three years of Primary School :
Top Teens published by Macmillan, second we´re renting a summer house for our holidays (after three years of backyard swimming we´ll be able to get a taste of the sea again), third I had the most rewarding experience at the Regional TESOL Convention in Montevideo last week ( a week ago exactly at this time I was traveling on the Buquebus to Montevideo): I met a large number of my best Uruguayan friends, I met a surprisingly large number of SHARERS who asked about Marina and the boys (which warmed my heart so much), fourth Martin got back from his graduate trip to Bariloche safe and sound (and both of us __and Sebas too__ missed him a lot during his ten days away),
We are 5800 SHARERS this week, I am starting work on a new project, we have other projects, many projects, too many projects to do together. Maybe this is one of the reasons why we are tired, very cold, but very happy these days.
May God give you the capacity to see all the exciting things that are happening to you and let you discover many reasons to be happy,too and bless you all aplenty.
Omar and Marina
In SHARE 112
English to a Blind Child.
2.- An Introduction to NLP - Part 3.
3.- Lab chimp speaks his own language.
4.- I Congreso Regional de Capacitación para la Enseñanza del Inglés.
5.- Teacher Update and Development Modules.
6.- VII International Congress of Teachers of English in Chile.
8.- International Business Communication- A Repeat in Rafaela.
9.- An Invitation from The Buenos Aires Players.
10.- 2003 English Speakers Mega Event.
11.- Moving House.
12.- Business English for Teachers.
13.- Living Lab of Drama and Communication.
14.- The Importance of Being Earnest.
15.- Position Vacant in Bariloche.
1.- TEACHING ENGLISH TO A BLIND CHILD
It is a real pleasure for us to be able to offer to our SHARERS the first part of this paper by our dear friend Cristina Araujo. Cristina´s presentation on teaching English to the blind in the Ninth National Congress of Teachers and Students of English last July was a great success and she has now kindly and generously accepted to SHARE her research paper with all of us.
Meeting the Needs of Special Learners in the L2 Class: Towards Two-Way Integration
The present paper deals with methodological suggestions for teachers of English to help them modify and/or design materials that enable the integration of blind or visually impaired children into their "sighted" groups and vice versa. I started this study by holding a number of informal interviews so as to learn about teachers' and blind students' needs in the EFL classroom. From this preliminary exploration I inferred that besides the need for integration, there are also various learning needs that are not catered by methods traditionally used in the EFL classroom, since blind children require a higher amount of oral input, constant spelling, and repetition besides further stimulation and development of their other senses. To explore the issue further I formally interviewed a Braille teacher trainer and three blind people. A subsequent stage of the project consisted in designing, applying and reporting on application, a set of sample activities based on Suggestopedia, TPR, and Multiple Intelligences.
This paper is about special needs, integration and teaching English. Three expressions overly used but hardly ever put into practice all together. When speaking of special needs there appear a wide variety of terms that we may be acquainted with, but that in general we do not know how to deal with. Special needs are the areas where a child needs individualized supports and services to help develop, learn, be happy, and be included with children of the same age (Gruskin, Silverman and Bright 1997:1). Sometimes these special needs are called disabilities and they may go from learning problems such as dyslexia, behavioural problems such as attention learning disorder or hyperactivity disorders to the impairments: auditory or visual. One of the most challenging aspects of my teaching career involved meeting Facundo (pseudonym), a blind boy determined to study English no matter how hard it could be. Getting to know him made me think that children with special needs deserve equal opportunities. It is a fact that traditional methods and approaches regularly used in the English classroom have an important visual component, and that specific methodological information related to the teaching of English as a second / foreign language to blind or visually impaired people is hardly available. Kay (2000:5) confirms this in his article when he says that “existing sources are largely for children to about the age of puberty and mostly on general education matters”. To fill this gap, this study aims to investigate the ways in which teachers might be helped to devise classroom techniques and activities to enable them to teach English successfully to blind students while at the same time integrate all of them in a “two-way” process. “Two-Way” is an educational model carried out in the USA and Canada mainly in the 90’s that has integrated native English speakers and native speakers of other languages with the intention of promoting high academic second language achievement in all the members of the class. In this kind of program all academic subjects are taught to all students through both English and the non-English Language – Spanish or French – (Two-Way Immersion Education, 2002).
In a first stage, and with the intention of exploring the territory, I held an informal conversation with Facundo who at that moment was 12 years old and congenitally blind, according to the definition provided by the Royal Institute for Deaf and Blind Children. The next informal talks were with his teacher of English at the institute, the teacher of Spanish at the school where he was attending 7th year EGB 3, and the teacher of Braille.
All the interviews were based on three simple questions:
can Facundo easily do?
§ What can he do with difficulty?
§ What can’t he do at all?
Their opinions told me that Facundo was mainly looking for equal treatment and equal respect. He had been studying English for three years and had not had major difficulties so far. “There is no activity that he cannot do, on condition that we modify it,” said one of his teachers. “He loves music and likes playing with his classmates as well as doing things with his hands and listening to his English teacher’s voice,” said another teacher. Moreover, all three teachers coincided on several important aspects about Facundo’s strong personality. On one hand he is a bright, intelligent boy with a sharp learning curve and a gifted memory. His learning style is definitely auditory; he can interpret the underlying meanings of speech through listening to tone of voice, pitch, speed and other nuances. He is extremely curious, more than any other child of his age. On the other hand, he is rather selfish, uncooperative and does not like working in large groups, though he can work in pairs. During oral work he is the most enthusiastic student but eventually has to be asked to remain silent so as to allow other classmates to participate. He is always trying to call people’s attention and, “as many blind children do, [he] needs to prove that [his] sole handicap is blindness, and that it has nothing to do with [his] mental capabilities” (The Family, 2002:1).
In a second stage two data gathering techniques were used: an interview to a Braille Teacher Trainer, and a questionnaire to three blind foreign language learners whom I had contacted via Internet. The purpose of this supplementary data collection was to gain further understanding of the needs and problems that visually impaired people may encounter when studying a second or foreign language.
The interview with the Braille Teacher Trainer was semi-structured and in Spanish. The topics covered were the aspects to have in mind when teaching a blind child, and blind children’s learning characteristics.
The data from the three blind foreign language learners was collected in the form of a questionnaire via e-mail, since two of them live in the USA, and the third one lives in Turkey where she works as a teacher of English in a state-run school. My questions were about the main difficulties that they had encountered at the time of studying a foreign language, the elements that facilitated the learning process and the role of Braille.
The aim of this questionnaire was to obtain a better perspective on the issue by determining if there appeared a common pattern as regards difficulties when learning a foreign language, and the way they were tackled. Finally, I was interested in the role Braille had within the teaching-learning process.
From the interview with the Braille teacher trainer I learned that integration is essential, and that it renders beneficial effects to both sides, sighted and visually impaired, since it enhances respect for the other and tolerance for the difference. But this integration implies a deep understanding on teachers’ side of how the cognitive process develops in students with special needs.
In the particular case of blind students teachers have to look for an approach where all the other senses are involved. Blind children learn mainly through the auditory and tactile-kinesthetic channels. Materials should be varied, easy to use and, whenever possible, three-dimensional.
As far as the three students of Foreign languages are concerned they all agreed that Braille is fundamental; without it, it is impossible to go further into any academic subject. The main difficulty they encountered when studying a foreign language -Spanish or English - was the lack of material in Braille designed for that specific purpose. This scarce material is written for native speakers and it is very difficult to use since it incorporates the Second Grade of Braille which can hardly be decoded by untrained non-native speakers. Most of them depend on scanners to convert books, tests or classes into Braille, which is not an easy task. “Current modern language textbooks are so colourful, cluttered and with such a confusing layout that trying to convert them into a logical, readable form for a blind pupil is often a most impossible task" (Gray, 1996: 4). They nearly always depend on their families, friends and tutors to type or record tapes for them to listen to and only two have a computer programme that allows them to turn print into sounds.
© 2003 by Lic. Cristina Araujo
2.- AN INTRODUCTION TO NLP - PART 3
3.- LAB CHIMP SPEAKS HIS OWN LANGUAGE
Our dear SHARER Adriana Dall´Oro from Tunuyán, Mendoza has sent us this article to SHARE with all of you:
Lab Chimp speaks his own Language
A bonobo has surprised his trainers by appearing to make up his own "words". It is the first report of an ape making sounds that seem to hold their meaning across different situations, and the latest challenge to the orthodox view that animals do not have language.
Kanzi is an adult bonobo kept at Georgia State University in Atlanta. He has grown up in captivity among humans, and is adept at communicating with symbols. He also understands some spoken English, and can respond to phrases such as "go out of the cage" and "do you want a banana?"
Jared Taglialatela and Sue Savage-Rumbaugh, who work with Kanzi, noticed that he was making gentle noises during his interactions with them. "We wanted to know if there was any rhyme or reason to when they were produced," says Taglialatela.
So his team studied 100 hours of videotape showing Kanzi's day-to-day interactions and analysed the sounds he made at various times. They picked situations in which the bonobo's actions were unambiguous: for example, while he was eating a banana, pointing to the symbol for "grapes", or responding to a request to go outside by leaving the cage.
They identified four sounds that Kanzi made in different contexts - banana, grapes, juice and yes. In each of these contexts, Kanzi made the same sound. "We haven't taught him this," says Taglialatela. "He's doing it on his own."
Some will argue that the sounds are simply the result of differences in Kanzi's emotional state. Taglialatela concedes that emotions may play a part, but says they are not the whole story. For instance, Kanzi's sound for "yes" stayed the same across very different emotional states.
Primatologist Frans de Waal of Emory University in Atlanta, Georgia, agrees. "That emotion is involved doesn't rule out at all that he's following rules that have some sort of cognitive component," he says.
Kanzi is just the latest primate to challenge the view that animals have no language ability. Language used to be popularly defined as symbolic communication until Washoe, a chimpanzee, stumped everyone by learning to communicate in American Sign Language.
"The linguists then came up with a definition that emphasised syntax much more than symbols," says de Waal. "Sometimes we feel it's a bit unfair that they move the goal posts as soon as we get near."
High, medium or low
Recently researchers studying Campbell's and Diana monkeys in the Ivory Coast in West Africa found some evidence of syntax in the calls the monkeys made. And Karen Hallberg and Sally Boysen of Ohio State University in Columbus have noticed hints that when chimps see food, they make calls that specify its desirability as high, medium or low, and that other chimps can interpret the sounds.
But Kanzi comes closest yet to providing concrete evidence that apes can make sounds that carry a particular meaning. "Kanzi is modifying his sounds to denote certain things in his environment," says de Waal. "That's very special."
The results are significant and exciting, agrees primatologist John Mitani of the University of Michigan in Ann Arbor. "Despite the fact that we have had glimmerings of this in the monkey world, few instances of anything like this have been documented among our closest living relatives, chimps and bonobos," he says.
Primate use of language
Taglialatela's team has now started studying seven more bonobos in their lab, some of which have not been language-trained. They are also analysing Kanzi's sounds to see if he is actually trying to imitate human speech.
Until more results are in, Mitani and de Waal caution against drawing any firm conclusions. For Kanzi's ability to be considered similar to language, it must be flexible and applicable to many different situations, they say. And Hallberg says she will not consider Kanzi's sounds to be communication until other bonobos are shown to respond to them appropriately.
Nevertheless, the observations add to the growing body of evidence that language skills did not just show up suddenly in humans, and hint that non-human primates may have abilities that could be described as primitive language.
"There have to be evolutionary precursors to what we do," says Mitani. "We are beginning to find them in the primate world."
© 2003 by New Scientist.
4.- I CONGRESO REGIONAL DE CAPACITACIÓN PARA LA ENSEÑANZA DEL INGLÉS
Our dear SHARER William Baccino from Rosario has got an announcement to make:
Librería Técnica and Instituto Superior "San Bartolomé" (N°9123) are pleased to announce our forthcoming Congress. Don´t miss out on this unique event. Come to the Conference to meet over 7 top-notched speakers who will be delivering seminars and 5 workshops in those areas you are interested in
"Present-day Methodologies: their practice in different Foreign Language Teaching scenarios"
The following teachers and teacher trainers will conduct the plenaries:
Teaching teenagers made easy!
Do you want your teenagers "to think in
English" rather than "to think about English"?
Do you want to give your students a sound grammatical foundation? At the same time, do you want to move away from purely grammatical exercises and to get your students to communicate? Do you want your students to deal with real world characters in real life situations?
The metamorphosis of a teacher: Contextualising E-learning
E-learning offers teachers and students a wide variety of experiences beyond the confines of the curriculum, assign them new roles and ask for new strategies. As a teacher, I've moved from the traditional chalk-and-board approach to teaching to distance E-learning methodologies. This meant demystifying IT and demythologising face-to-face foreign language learning. In this presentation I'd like to share my experience with you and put forward new pedagogical perspectives in EFL university teaching.
Susan Hillyard B.A.
Write On ! Creative writing strategies for upper primary and secondary.
This presentation attempts to define creativity, presents a model to follow and offers suggestions about developing a creative classroom atmosphere. A brief theoretical introduction will be followed by lots of practical exercises to convince our students that they can write their own poems in English.
Teaching Thinking Skills in School
This presentation questions the activities presented to students under the banner of ELT and suggests that teaching thinking skills in the foreign language is essential, so much so that "Every lesson should be a thinking lesson." An introduction to the theory will be given followed by lots of practical examples and exercises.
Graciela I Castelli M.A., ISPI N° 9123 "San Bartolomé"
The Art of Conversation: Who teaches it?
In classes devoted to conversational practice, teachers usually teach the language, rather than the skill. This talk is the result of action research in the area of the speaking skill. The lecturer will explore teachers' and parents' views on conversation skills and will analyse the findings of this research, giving hints that may help improve students' oral performance in real life conversational situations.
When Feedback is not enough
Helping students to become effective users of the language is a demanding task. It implies time to devise and implement techniques and effort to be permanently monitoring the students. Yet, they do not always seem to profit from all the opportunities and feedback we, teachers, provide them with. This presentation will deal with those inner mechanisms which, if properly triggered, can enhance learning.
Cristina Mayol M.A., Universidad Nacional de Misiones
English for Specific Purposes: a brief overview
Is ESP 'English for Specific Purposes' or 'English for Specified People'? This module will try to shed some light as to the nature of ESP, and how its tenets can be applied to EGP. The teaching of English at the Polimodal level needs teachers to keep abreast of its latest developments.
Analysing films for language and suitability
"This is an interactive session in which the participants together with the workshop leader analyse different extracts from a variety of flms. Questions about the language in films and cultural issues will be discussed and reviewed while the participants watch the different extracts: Participants will be encouraged to discuss their opinions and share any experiences they have had in the past
Maria Alicia Maldonado
'Help! I'm teaching adolescents!'
Conflicts in the classroom have always been an issue that worries in-service teachers as well as trainees at Teaching Training Programmes. One of the sources of conflict might be myths and beliefs shared by members of the speech communities that co-exist within educational institutions. Symbolic Interaction Theory can help us to reflect upon practices that might bring about conflict and eventually, to solve the problems that arise in classroom interaction.
Films: Only entertainment?
A Journey towards a Culture of Peace
We will analyse: how to teach the language, the customs and characteristics of different cultures through films. We will discuss cinema as an art, a basis of research, a critical memory of history and as a valuable tool in establishing a culture of peace.
Mariel Amez, ISPI N° 9123 "San Bartolomé"
Once upon a time: Fairy tales with a difference for different EFL classrooms
Fairy tales have a special appeal because they take us back to our happy childhood years. A number of authors have used their conventions to create fresh, thought-provoking texts that are particularly suitable for the classroom. In this workshop we will do individual and small-group activities based on them, design other ways to exploit them, and review some reasons for using literature with the language learner.
Lessons from the waste-paper-basket: Promoting pragmatic principles
In a context-reduced EFL setting, the classroom plays a crucial role in promoting interaction. Cooperation, Speech Acts, Politeness and Face provide a theoretical framework for goal-oriented tasks. Lessons from the field of Pragmatics can offer teachers an incentive to critically assess task design and implementation as well as language production
Claudia Mestre, ISPI N° 9123 "San Bartolomé"
Motivación y Satisfacción Docente: Una “Escalada”
Muchas teorías e investigaciones enfatizan la importancia de la motivación del alumno para alcanzar resultados exitosos en el proceso de enseñanza-aprendizaje. Otras tantas se centran en el malestar docente como fruto de su desmotivación o en el impacto producido por el nivel de satisfacción logrado en el puesto de trabajo. Lo cierto es que 'lo motivacional' suele presentar una cierta fascinación a la hora de comprender la actividad humana y tratar de responder al por qué de la conducta. Realizaremos un breve paseo por las teorías motivacionales y su impacto en la satisfacción laboral y nos adentraremos en el 'modelo cibernético' dentro de las teorías organizacionales, como un desafío a enfrentar.
Maria Fernanda Foresi, ISPI N° 9123 "San Bartolomé"
Las representaciones de los estudiantes del profesorado de inglés sobre la profesión docente. Implicancias en su formación
El estudio de las representaciones de los estudiantes de profesorado ha ido ganando un espacio muy importante en la investigación sobre formación docente. El impacto de estas representaciones, que puede desplegarse mediante la técnica de la narración autobiográfica, permite un interesante análisis del interjuego que se crea entre éstas, su formación inicial y la socialización profesional.
Venue: Instituto Superior "San Bartolomé" , Tucumán 1257, Rosario.
Date: October 9th and 10th, 2003 from 8 to 20, October 11th, 2003 from 8 to 17
For further information, contact us at:
LIBRERIA TECNICA - Córdoba 1354 -
2000-Rosario – Tel 0341- 4113467
To Enrol: You may enrol by phone, fax, e-mail or in person. The sooner you enrol, the better fees you get! Special fees for early enrolment.
Fees : Before August 31 : $55 - Before Sept 30 : $60 After then : $65
Special fees for two people enroling together ot groups of 5 or more. Contact us for details
Sponsors : with the support of Ministerio de Educación de la Provincia de Santa Fe, Dirección de Educación de la Municipalidad de Rosario, APRIR, Pearson Education, Macmillan, Oxford University Press, Cambridge University Press
· In person at Librería Técnica - Córdoba 1354 - MO-FRI 10:00 am -7:00 pm.
· by bank transfer / deposit at Banca Nationale del Lavoro Cuenta Corriente - Number 20 - 400 - 542389 - 0
CU: 26504007 02040054238901 CUIT: 30-58122514-4
Please fax to (0341)
449 2750, or mail to: email@example.com
Córdoba 1354 Rosario (2000) Argentina
5.- VII INTERNATIONAL CONGRESS OF TEACHERS OF ENGLISH IN CHILE
Our dear friend and SHARER Gladys Aguilera Muga from Universidad de Tarapacá has sent us this press release.
On September 10 -11-12, Arica, "The City of Eternal Spring" will be the home of the 8º Congreso Internacional de Profesores de Inglés organized by Universidad de Tarapacá, Chile.
Some of the finest ELT Chilean specialists as well as a number of renown guest speakers from abroad will meet in Arica for three days of exciting presentations and workshops on new trends in FL learning/teaching.
them are: Kenton Sutherland from USA, Andrew Sheehan from the UK,
Hermilo Gomez Hernández from México, Paul Martin Doherty from Perú, Ma. Victoria Alvarado,Daniel Valcarce, Michelle Espinoza, Jaime Gómez Douzet, Hildegard Morales, Joe Piscotty, , Monica Neira-Adasme , Marcos Lagos, Danitza Lazcano, Mauricio Lacazette, Ana Tejeda, Marcelo Ávalos, Miguel Farias, Aldo Moreira, Diego Muñoz Campos and Joaquin Alvarez from Chile.
Omar Villarreal, well known teacher
educator and materials developer from Argentina, will make three presentations
at the Congress: “Towards
Communication through Grammar”,
“Slices of Life” and “Another Model for Lesson Planning?”. He has been
especially invited by the President of the University and will represent the
Argentinian National Technological University (UTN) in the event. Mr. Villarreal
will arrive in Arica on Monday 8th September and will visit the
University and meet with faculty and authorities with a view to implementing an
agreement of academic cooperation between his university (UTN) and Universidad
de Tapacá (UTA).
For more information, visit: www.quipu.uta.cl
6.- TEACHER UPDATE AND
SHARERS from Open English have sent us this invitation:
ACME Agency is proud to sponsor the following events organized by Open English:
Teacher Upgrade and Development Modules by Douglas Town M.A.
textbooks to students' needs.
Do you find that sometimes the textbook you are using does not satisfy your students' needs? Are you teaching the textbook or your students? Do you find textbooks sometimes boring?
In this session you'll be helped to develop criteria for material selection and adaptation, which will facilitate your work in the classroom by increasing your students'motivation
- How to teach Grammar while appearing to teach something
Are you tired of teaching the grammar of English in the way your textbook tells you to? Do your students complain and feel bored when you have to deal with a new or old grammar item? Has remedial teaching of a grammar item become a nightmare for you and your students?
In this session you will be asked to participate in interactive activities that will help you come up with new ideas on how to teach grammar.
How to teach and recycle vocabulary.
Do you have trouble building up your students'vocabulary? Do they always resort to the words they know without making the effort to "stretch their lexical resources"? Have you run out of ideas?
In this module participants will be involved in interactive activities that will foster their creativity when it comes to "vocabulary work" in the classroom.
Douglas Town M.A.
Douglas has a BSc in Psychology and an MA in English Language Teaching as well as a postgraduate Diploma in English and Spanish translation. He has worked for many years as an academic consultant and ESP teacher in Spain. He has also taught English for Academic Purposes at Manchester University and at the University of Essex. He has given seminars on Academic Writing and Contrastive Linguistics and is currently teaching English in the Media at the University of Belgrano. He has done research in learning strategies, second language acquisition and needs analysis. He has run countless teachers' development workshops on a wide range of topics.
seminars wil be held as from 10a.m. to 1p.m.
Venue: Open English - Mariano Moreno 6180 - Wilde (alt. Av. Mitre 6200)
$20.- each but attending all the seminars $15.-each
Where to enroll: ACME Quilmes - Moreno 573 – Quilmes – TE 4224-3498
Open English - Mariano Moreno 6180 - Wilde – TE 4217-4748 from 4p.m. to 9p.m.
We reproduce below the clarification note sent us by Oriel Villagarcía, institutional coordinator of the 2003 FAAPI Convention:
“The organizing committee of FAAPI 2003 would like to apologize for having inadvertently omitted the word "candidate" when referring to Graciela Pascual, a member of the academic committee of FAAPI 2003, as holding an M.A. in the publicity published in the special issue of SHARE 111. We hope that this omission will cause Graciela no trouble. She is in fact working on her M.A. dissertation and will soon join the ranks of M.A's in Argentina.”
8- INTERNATIONAL BUSINESS COMMUNICATION – A REPEAT IN RAFAELA
After an overwhelming response and registration for the 1ra Jornada de "International Business Communication" in Rafaela, Santa Fe, Susana Pfaffen of Libreria Advice Rafaela is announcing a repeat of the jornada for those who were unlucky to get a place at the event the other day.
Details of the event are as follows:
1ra JORNADA DE "INTERNATIONAL BUSINESS COMMUNICATION"
- Saturday 27th September 2003 - Rafaela, Santa Fe
with Pierre Stapley (English) & Romina Denardi (Castellano)
To be confirmed.
08.30 to 10.00 Módulo Introductorio (en castellano)
10.15 to 12.30 Modules in English with Pierre Stapley
12:30 to 14:00 Lunch Break
14:00 to 18:00 Modules in English continued with Pierre Stapley
& More Information: ADVICE
Alte. Brown 239 - Rafaela, Santa Fe - Tel Fax 03492 430852 - Email: firstname.lastname@example.org
Módulo Introductorio. En castellano.
A cargo de Romina Denardi, Técnica Universitaria en Comunicación Social.
En este módulo desarrollaremos ciertos conceptos que resultan fundamentales para enmarcar y comprender la importancia de los puntos que se desarrollarán en los módulos siguientes.
A través del desarrollo de estos temas, pretendemos entonces introducir a los asistentes al mundo de la Comunicación Corporativa, de manera que todos ellos comprendan su naturaleza y su valor dentro de la gestión de aquellas empresas que hacen del crecimiento constante una meta y un modo de hacer las cosas.
La Comunicación 1.1. Concepto. 1.2. Elementos intervinientes.
2. La Comunicación Corporativa. 2.1. Concepto. 2.2. Formas.
2.3. Importancia de la planificación y la coordinación de las acciones de comunicación dentro de una empresa.
3. La Comunicación Corporativa Internacional. 3.1. Concepto. 3.2. Importancia de su planificación para las empresas exportadoras. 3.3. Planificación general. 3.4. Herramientas básicas.
Módulos Específicos. En Inglés.
A cargo del Pierre Stapley, nativo de Gran Bretaña.
En estos módulos trabajaremos con las diferentes herramientas de Comunicación Corporativa, focalizándonos en aquellas que resultan imprescindibles para comunicarse con el Mundo.