An Electronic Magazine by Omar Villarreal and Marina Kirac ©

Year 4                    Number 112           August 30th 2003
   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

1.-    Teaching 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.
7.-    Erratum
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.



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:

§         What 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



Today we are publishing the third and last part of the article that our dear SHARER Juan Pablo Rovira from Resistencia, Chaco sent us. If you missed part one or two , you can always find them in issues 109 and 110 in the SHARE Archives of our Website:  
Accessing Cues
Subtle behaviors that will both help to trigger and indicate which representational system a person is using to think with. Typical types of accessing cues include eye movements, voice tone, tempo, body posture, gestures, and breathing patterns.
The process of associating an internal response with some external trigger (similar to classical conditioning) so that the response may be quickly, and sometimes covertly, reaccessed.
Relating to hearing or the sense of hearing.
The specific physical actions and reactions through which we interact with the people and environment around us.
Behavioral Flexibility
The ability to vary one's own behavior in order to elicit or secure a response from another person.
The process of learning to read another person's unconscious, nonverbal responses in an ongoing interaction by pairing observable behavioral cues with a specific internal response.
Calibrated Loop
Unconscious pattern of communication in behavioral cues of one person trigger specific responses from another person in an ongoing interaction.
Organizing or breaking down some experience into bigger or smaller pieces. Chunking up involves moving to a larger, more abstract level of information. Chunking down involves moving to a more specific and concrete level of information. Chunking laterally involves finding other examples at the same level of information.
When all of a person's internal beliefs, strategies, and behaviors are fully in agreement and oriented toward securing a desired outcome.
The framework surrounding a particular event. This framework will often determine how a particular experience or event is interpreted.
The values or standards a person uses to make decisions and judgments.
Deep Structure
The sensory maps (both conscious and unconscious) that people use to organize and guide their behavior.
Four Tuple (or 4-tuple)
A method used to notate the structure of any particular experience. The concept of the four tuple maintains that any experience must be composed of some combination of the four primary representational classes - A,V,K,O - where A=Auditory, V=Visual, K=Kinesthetic, and O=Olfactory/Gustatory.
Future Pacing
The process of mentally rehearsing oneself through some future situation in order to help ensure that the desired behavior will occur naturally and automatically.
Relating to the sense of taste.
The process of facilitating the acquisition of a new strategy or behavior. A new strategy may be installed through any of the NLP(tm) skills or techniques and/or combination thereof.
Relating to body sensations. In NLP(tm) the term kinesthetic is used to encompass all kinds of feelings including tactile, visceral, and emotional.
Meta Model(tm)
A model developed by John Grinder and Richard Bandler that identifies categories of language patterns that can be problematic or ambiguous. The Milton Model is the other side of this
Meta Program
A process by which one sorts through multiple generalizations simultaneously as such Meta Programs control how and when. A person will engage in any set of strategies in a given context.
Stories, parables and analogies.
The act of creating a calculus which describes a given system.
Neuro-Linguistic Programming (NLP)
The study of the structure of subjective experience and what can be calculated from that.
Relating to smell or the sense of smell.
Goals or desired states that a person or organization aspires to achieve.
Connecting Representational systems by going from one to another and another, etc.
A method used by communicators to quickly establish rapport by matching certain aspects of their behavior to those of the person with whom they are communicating - matching or mirroring of behavior.
A metaphorical way of talking about independent programs and strategies of behavior.
Process words (like verbs, adverbs, and adjectives) that a person selects to describe a subject. Predicates are used in NLP(tm) to identify which representational system a person is using to process information.
The presence of trust, harmony, and cooperation in a relationship.
Representational Systems
The five senses: seeing, hearing, touching (feeling), smelling and tasting.
Representational System Primacy
The systematic use of one sense over the others to process and organize in a given context.
Secondary Gain
Where some seemingly negative or problematic behavior actually carries out some positive function at some other level. For example, smoking may help a person to relax or help them fit a particular self-image.
The total ongoing mental and physical conditions from which a person is acting.
A set of explicit mental and behavioral steps used to achieve a specific outcome.
The special sensory qualities perceived by each of the five senses. For example, visual sub-modalities include color, shape, movement, brightness, depth, etc., auditory submodalities include volume, pitch, tempo, etc., and kinesthetic sub-modalities include pressure, temperature, texture, location, etc.
Surface Structure
An utterance.
The process of overlap between representational systems, characterized by phenomena like see-feel circuits, in which a person derives feelings from what they see, and hear-feel circuits, in which a person gets feelings from what they hear. Any two sensory modalities may be linked together.
Developed by Miller, Galanter and Pibram, the term stands for the sequence Test-Operate-Test-Exit, which describes the basic feedback loop used to guide all behaviour.
Transderivational Search
The act of locating through meaning(s) which may not be explicit or implicit in a surface structure.
Connecting the meaning of one representation to the same meaning in another representation.
Relating to sight or the sense of sight.
Well-Formedness Conditions
In NLP(tm), a particular outcome is well-formed when it is: (1) stated in positives, (2) initiated and maintained by the individual, (3) ecological - maintains the quality of all rapport systems, and (4) testable in experience - sensory based.
Excerpted from Persuasion Engineering™, by Richard Bandler and John La Valle
© Meta Publications



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."

Emotional state

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.




Our dear SHARER William Baccino from Rosario has got an announcement to make:

Dear Teachers,

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:

Lic. Omar Villarreal – Universidad Tecnológica Nacional - Universidad Católica de La Plata

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?

Daniel Fernandez M.A. , Universidad Nacional del Litoral –

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.

Viviana Valenti

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.

Pierre Stapley

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.


Julieta Zavalía

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.

Analía Dobboletta

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

Payment Options:
· 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:
Córdoba 1354 Rosario (2000) Argentina



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.

Among 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:



Our dear 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.

 -Adapting textbooks to students' needs.
6th. September

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 else.
13th. September

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.
20th. September

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.

All 3 seminars wil be held as from 10a.m. to 1p.m.
Venue: Open English - Mariano Moreno 6180 - Wilde (alt. Av. Mitre 6200)

FEE: $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.



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:


(Repeated) - Saturday 27th September 2003 - Rafaela, Santa Fe
with Pierre Stapley (English) & Romina Denardi (Castellano)

Venue: To be confirmed.

08.00                       Registration
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


Registration & More Information: ADVICE Bookshop RAFAELA
Alte. Brown 239 - Rafaela, Santa Fe - Tel Fax 03492 430852 - Email:

Contenidos Generales

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.

1. 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.

The language and theory on giving presentations
Written Communication
Business letter writing - Writing and sending faxes for different reasons
Telegrams. A thing of the past... or not! - Memo writing. When and why
Why use compliment slips and when
Oral Communication
Using the telephone for business - Speaking face to face in different situations
Email & the Internet
The uses of e-mail in commerce and industry - What is e-conferencing?
Buying & Selling
A look at different trading documents (quotations, order forms, etc...)
Language and skills used for negotiations
Business Management
Language and skills used for meetings - Teamwork
Dear Omar and Marina,
                                     I would like to share with you and our dear sharers this news about our production for advanced students: "DOCTOR IN SPITE MYSELF" based on Moliere's "A Physician In Spite Of Himself" in a free version that I carefully adapted for our audience. More than three thousand people have watched this show and, as most of them were very much pleased, the word that this is a fine comedy has spread fast. Thus, we feel we must follow  popular demand and have decided to continue offering this play at our Headquarters: Teatro Santamaría, Montevideo 842, Buenos Aires on the following dates:
SEPTEMBER, 5, 12, 19, 26  and OCTOBER 3
The ticket price is $10 and $8 for groups of 10 people or more.
IMPORTANT: we have decided to extend the special discount or "present" we offered to the 1.000 SHARERS, who attended the 9no. CONGRESO NACIONAL DE PROFESORES Y ESTUDIANTES DE INGLÉS, for the new performances though these dates are not printed in the blue ticket they received at that time.
RESERVATIONS: 011- 48125307 / 48145455 or by e-mail to or 
Thanks a lot for sharing this with all the sharers.
Hope to see you soon and a big hug,
Managing Director
Our dear SHARERS from English Speakers have sent us this information:
2003 Mega Event Information - EnglishSpeakers
Don't miss this year's Mega Event held September 13, 2003, at the Alvear Palace Hotel, Av. Alvear 1891, Buenos Aires, Argentina. This EnglishSpeakers event will consist of two theoretical presentations in the morning followed by two optional workshops in the afternoon. A total of professional speakers (Ricardo Chiesa, Alicia Zorrilla, Silvana Debonis, and others) will address presentations and workshops by dynamically interacting with the audience.
Make sure you get your ticket in advance at Librería Rodriguez (Sarmiento 835 Buenos Aires).
The morning presentations will be given in the main conference room (Alvear) for the 250 participants we expect. However, after lunch the room will be divided to hold 2 simultaneous workshops, one conducted by Ricardo Chiesa and the other by Silvana Debonis. We assure you the highest-quality level of organization, speakers, venue, material, and professionals.
The price of tickets in September is $90 (presentation & workshop)
For further information visit
Durante la mañana, se ofrecerán presentaciones técnicas de temas como: almacenamiento de datos, conexiones de alta velocidad, y recursos nuevos para traductores, así como presentaciones de empresas que buscan brindar un producto adaptado a las necesidades del traductor. A continuación de las presentaciones técnicas de nuestros auspiciantes, la Dra. Alicia Zorrilla disertará sobre los errores más frecuentes en el español de los traductores.
Durante la sesión de la tarde, los asistentes al evento tendrán la opción de concurrir a 1 taller. Las opciones son: Taller de Ricardo Chiesa: "Las resoluciones judiciales en el proceso civil argentino: desafíos léxicos y discursivos". Taller de Silvana Debonis: "Tengo el término, ¿y ahora qué? Taller para  traductores de inglés< >español en el área de finanzas y economía". Ambos talleres tendrán una duración de 3 horas. Cada orador hará una exposición sobre los temas indicados, que estará seguida de un intercambio con los asistentes para la formulación y contestación de preguntas y la evacuación de consultas. Asimismo, se trabajará con ejercicios que se proveerán a los asistentes a modo de aplicación práctica de los contenidos expuestos en la disertación.
Estimados SHARERS:

Por medio del presente les hacemos saber que nos mudamos a partir del 1 de Septiembre de 2003:

Oxford University Press Argentina S.A.
California 2000 piso 3 of. 315 - (1289) Ciudad de Buenos Aires
Telephone: 4302-8000 / Fax: 4302-6900

Desde ya muchas gracias.

Our dear SHARER and friend Patricia Salvador sends us some information about a special “jornada” for teachers of Business English
E-teaching on line & Stapley Educational Services                             
How Different Companies Operate & Business Presentations
Saturday 6th September 2003 - Capital Federal
Objective for these jornadas: To provide teachers & student teachers with a background knowledge of Business needed for teaching Business English
Place: New England School of English, Santa Fe 5130, Capital Federal
Times: 09:30 to 12:30  Jornada –
12:30 to 14.00  Lunch –
14:00 to 17:00  Jornada continued
Fee: $30,00 (Pesos)
Registration & More Information: New England School of English
Santa Fe 5130 - Capital Federal - Tel: 011-4778-3566 after 14:00hrs
JORNADA CONTENTS: During the day we will be looking at the different areas:
How Different Companies Operate
* The company structure - a look at what positions are within a British & American company
* A look at different types of companies and how they operate
* Human resources - Preparation of a curriculum vitae and what companies look for
* Preparation and the job interview itself
Business Presentations
* The language and theory on giving presentations (skills needed and used)
* Language used
Our dear SHARER Alfred Hopkins has got some interesting news for all SHARERS:
Living Lab of Drama and Communication would like to inform all SHARER about a workshop on applied acting and storytelling techniques for teachers, students, actors, storytellers or anyone with a curious mind and a daring spirit!
The meeting place is "La farmacia," a quaint former drugstore converted into a cozy restaurant and cultural center, located in the heart of Buenos Aires' San Telmo neighborhood, at Bolívar 898, (upstairs). Every Saturday from 2 to 5 p.m.
We work on diction, voice, breath control, gestures, body movement, improvisation, role-playing, how to tell a story, dramatic structure, etc.
The first class is free! For more details call Alfred Hopkins 4334-1561 or check the link at
Our workshops on acting, storytelling, diction and journalism can be taken to schools and cultural centers, along with solo performances ("Hamlet," "The Telltale Heart," "Tales of Love and Madness" and "Knock-Knock, is the Whistler There?")

Our dear SHARER Ximena Faralla announces:
The Suburban Players is proud to present
The Importance of Being Earnest
by Oscar Wilde
Directed by Hugo Halbrich
" I have lost both my parents"
"To lose one parent may be regarded as a misfortune. To lose two, sounds like carelessness."
Cast : Fernando Armesto - Rita Carou - Ximena Faralla - Martin Grisar –
Rosemary Morton -  Marcelo Pepe - Veronica Taylor - Victor Taylor
4 performances only!  Book now! Limited seats!
September 6, 7, 13 & 14 - Saturdays 9 PM - Sundays 7 PM
Tickets $10-. Members free! Discounts for groups of 10 or more!
"Auditorium San Isidro" - Av. Libertador 16138
Reservations only: 4747-9585  /  4742-8987
The Suburban Players - - Tel: 4747.4470 -

Our dear SHARER Maria Celeste Grimau from Bariloche writes to us:
Teachers Wanted in Bariloche. We are looking for teachers to work in an institute in Bariloche. They should hold a degree and  have a positive attitude towards team work. Send your CV and a letter of recommendation to 

Today we thought it would be nice to finish this issue of SHARE with part of a poem written by Hamlet Lima Quintana and translated by our dear SHARER Daniel Colombini
from Arroyo Seco, Santa Fé.

There are people who by simply opening their mouths
reach up to the boundaries of our souls,
feed a flower, invent dreams,
make the wine sing in the earthen jars
and afterwards remain as if nothing had happened.
And one goes courting life
banishing a solitary death
for one knows that around the corner
there are people like this - this much necessary.
Omar and Marina.
SHARE is distributed free of charge. All announcements in this electronic magazine are also absolutely free of charge. We do not endorse any of the services announced or the views expressed by the contributors.  For more information about the characteristics and readership of SHARE visit:
VISIT OUR WEBSITE : There you can read all past  issues of SHARE in the section SHARE ARCHIVES.