An Electronic Magazine by Omar Villarreal and Marina Kirac ©
Year 4                    Number 113           September 23rd  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
This issue of SHARE might come as a surprise to you. This is the second time in the four years of SHARE that we have a mid-of-the-week issue. Blame it to the flue.
Both Marina and I have been down with flue for a couple of days now. I got it first so the worst part of it has passed and I will be  resuming my teaching activities on Wednesday but poor Marina (who got the flue from me, as you can easily imagine) is still in the very worst of the stages (that is the flue being as strong as a bull!). Anyway, the flue was after all a blessing in disguise. As you see, it afforded us the opportunity to finish off this issue and to get in contact again.
I´m back from Chile with an enormous debt of gratitude to my many old and new friends: Gladys, Cecilia, Anita, Juanita, Jaime, Mayra, Joe and Caroline, Emilio, Marito and my “new” old chum René who pampered me and spoilt me all through that unforgettable week. As a spring-off of my visit, now SHARE is going to be delivered weekly to the Chilean Teacher´s Network by my very good friend Ana Heredia Herrera from Universidad de Tarapacá who runs that List as well as a number of other electronic and non-electronic devices to get teachers together. There´s no need to say how happy it makes arina and me to  know that many more Chilean teachers will now be SHARING our magazine with us every week for free. So, it´s “Welcome” to our new Chilean SHARERS and a big hug to all our dear old and new SHARERS. 
Omar and Marina

In SHARE 113
1.-    Teaching English to a Blind Child – Part 2 .
2.-    Estrategias de Lectura en Lengua Materna y Extranjera.
3.-    Salinger: A Catcher in the Rye?
4.-    Seminar on Drama Techniques in ELT. 
5.-    A Personal and Professional Development Workshop.
6.-    ICANA Annual Seminar
7.-    “Talk, chalk and walk” and “Poetry in the Classroom”
8.-    Threatened Languages.
9.-    The Living Lab of Drama and Communication.
10.-   The Buenos Aires Players hit the road again.
11.-   Distance Learning Courses.
12.-   Professional Development SIG In Pilar
13.-   Stop Press: New Deadline.
Today we are publishing the second of the paper that our dear SHARER and friend Cristina Araujo excerpted from her presentation at the Ninth National Congress of Teachers and Students of English last July.
If you missed part one or two , you can always find it in issue 112 in the SHARE Archives of our Website:  
Meeting the Needs of Special Learners in the L2 Class: Towards Two-Way Integration
Theoretical Background
The use of visual materials in the second-language classroom is recognized as an important component in second-language learning/acquisition since they foster interest and motivation, a sense of context of the language, and a specific reference point of stimulus. There is at least one study that has shown that visuals facilitate reading comprehension (Omaggio, 1979: 107) and that, as Finke affirms, visual images are essential to recollection. He states that mental imagery is “the mental invention or recreation of an experience that in at least some respects resembles the experience of actually perceiving an object or an event, in conjunction with, or in the absence of, direct sensory stimulation” (Finke, 1989,ch 2).
This notion that we derive our knowledge from direct experience, in particular visual interaction with our surroundings, suggests that our body is, metaphorically speaking, in the mind.
Methodologically speaking only a few methods like the ‘natural’ or the ‘direct method’ enhance the primacy of auditory stimulation, sustaining that listening abilities during the initial stages of second-language acquisition through the use of comprehensible input are a necessary prerequisite for production (Cantiello and Fabricant, 1987: 15-72). 
In the 1970s renewed emphasis was placed on aural comprehension and oral production; it was the age of Humanistic methods: Curran’s Community Language Teaching, Gattegno’s Silent Way, Lozanov’s Suggestopedia and Asher’s Total Physical Response. All of them consider language not only a system for communication but a structure that involves the whole person, blending what the student feels, thinks and knows with what is learned in the target language, which is acquired through experience and emotional involvement (Richards & Rodgers, 1986).
In the following section I will deal specifically with Suggestopedia and Total Physical Response (TPR); I will also briefly introduce Gardner’s Multiple Intelligence Theory (MI), since I believe both can provide interesting ideas to develop classroom activities.
The term ‘Suggestopedia’ derives from a combination of ‘suggestion’ and ‘pedagogy’ and is based to a large extent on the work of the Bulgarian physician and psychologist Georgi Lozanov. It was first developed in Bulgaria and then in the Soviet Union, East Germany and Hungary.  Lozanov, who strongly believed in the power of suggestion in learning, grounded his method in the Soviet approach to psychology, which derived from Marxism-Leninism and the Russian tradition of physiology (Bancroft, 1983: 101-102).  His view was that by enhancing the state of relaxation under the right conditions, the human brain was able to process a large amount of information. Suggestopedia is an example of a learning system which has sought to involve both sides of the brain in order to achieve a significant increase in learning performance. It is known that the two hemispheres of the brain serve differentiated functions (Figure 1)
Left Brain Features
Right brain features
Understanding of the formal relations (phonological, morphological, etc.) among the parts of a sentence
Determination of the sentence as declarative, interrogative, imperative, or conditional.
Linking of the syntactic and semantic elements in a sentence
Determination of figurative meaning
Determination of sentence implication and identification of formal errors
Understanding of humor
Control of motor functions of speech
Processing of most prosodic phenomena
Figure 1 – differentiated functions of the two hemispheres of the brain (Danesi, 1988:19).
The ideal second-language learning situation would involve stimulation of both hemispheres of the brain since all of these differentiated functions are essential to the achievement of proficiency in the acquisition of another language. The left side would provide the text while the right one the context (Danesi, 1988: 26-28). Students who have been exposed to a predominantly left-brain academically-oriented education can feel enormously liberated and stimulated when encouraged to explore their right-brain thinking. This can be done through an activity such as mind-mapping, or by making increased use of colour and music in their methods of study (Earl, 2002:1). And here I dare insert some personal recollection from one of my trips to England in 1996, where I came across with the work of Paul Robertson, leader of the Medici String Quartet, who had been carrying out research into the neurology of music and reported on his fascinating work concerning its use as therapy. He claimed that, in the future, this was likely to make a profound impact on two main issues: learning and medical therapies. He said that music’s profound effect on the brain had been known since ancient times and across civilizations. Its effect on mood had been self-evident, and he claimed to having regularly used the music of Vivaldi to establish a good feeling by simultaneously calming and stimulating his audience at workshops (Robertson, 1996: 1-6).
In Suggestopedic classes besides the music, such disciplines as yoga relaxation and concentration, extrasensory perception and authogenic therapy - auto-induced relaxation therapy - are also used to develop “super memories” and to learn without conscious effort or physical fatigue in a very short time. Students are encouraged to relax to the sound of classical music while attempting to memorize linguistic material. Beethoven and Mozart are used mainly for “concert reading” while Baroque music is used for a second, less formal reading period (Richards & Rodgers, 1986: 142-153).
Unlike other methods and approaches, Suggestopedia is not based on a definite theory of language - for example there is no obvious order in which language items are presented- but there is a concise theory of language learning supporting the whole approach based on three assumptions:
1.     That learning involves the unconscious, as well as the conscious functions of the learner
2.     That people can learn faster than they usually do, but
3.     That learning is held back by the limitations which society has taught us, by lack of a harmonious, relaxed working together of all parts of the learner, and by consequent failure to make use of powers which lie idle in most people most of the time (Stevick, 1983: 115-117).
The aim of Suggestopedia is to help students acquire quick advanced conversational competence. A course lasts thirty days and consists of ten units of study. Ideally, groups of learners should be socially homogeneous and equally divided between men and women. Learners are expected to relax and trust their teachers, while teachers should be authoritative and good hypnotists (Rodgers, 2001: 2-3). The teacher’s authority lies mainly in his/her competence and reputation to obtain good results (Stevick, 1998: 151).
Total Physical Response
Over a long period of time, many teachers have recognized the value of associating language with physical activity.  After a detailed observation of how children learn to speak, Dr. Asher, an American professor of psychology, developed this method that is based on the premise that the human brain has a biological program for acquiring any natural language when memory is enhanced through association with physical movement. It is closely associated with theories of first language acquisition in very young children where they respond physically to parental commands. Asher places the origin of language learning in the first conversation between a parent and the baby, when the child’s face turns in the direction of the voice. He calls this a language-body conversation, because parents speak and the baby answers with a physical response” (Asher, 1983: 329-336).
In TPR classrooms, students do a considerable amount of listening and acting, making heavy use of imperative commands such as “Pick it up”, “Put it down”, Walk to the door”, “Sit down”, etc. “Language is not translated or explained. Students see, understand and act” (Cain, 2001:38).  Given a supportive classroom environment, these activities can be both motivating and fun. This method appeals to the dramatic and theatrical nature of language learning. TPR has been generally thought to be most effective at lower levels of proficiency, though it has revealed a perfect tool to introduce any kind of concepts even when using the most traditional book at any level (Glisan, 1993: 30-32).
Apart from considering that Language is “composed of abstractions and non-abstractions”, Asher does not discuss the nature of language or the way it is organized (Richards & Rodgers, 1986:87-98). While analyzing his theory of language learning, we can see that it is close to the views supported by behaviourist psychology, where the stimulus-response effect is widely used. The learner’s role is that of a listener and performer, s/he is encouraged to speak only when s/he feels ready. The teacher has an active role by being the commander and the action monitor of the group (Rodgers, 2001, pp. 2-3).
Multiple Intelligences
Multiple Intelligences (MI) is a theory developed by Harvard psychologist Howard Gardner. It reveals a multiple way of understanding the intellect. Recent advances in cognitive science, developmental psychology and neuroscience suggest that each person's level of intelligence, as it has been traditionally considered, is actually made up of autonomous faculties that can work individually or in concert with other faculties. Gardner says, “There is something wrong when a person is able to do some things really very well, but is not considered smart if those things happen not to be connected to school success” (Gardner, 1983).
For the understanding of this theory, it is important to define intelligence in Gardner’s terms. According to him, intelligence is the capacity to solve problems or to fashion products that are valued in one or more cultural settings. To his mind, "a human intellectual competence must entail a set of skills of problem solving, enabling the individual to resolve genuine problems or difficulties that he or she encounters and, when appropriate, to create an effective product, thereby laying the groundwork for the acquisition of new knowledge" (ibid: 60-61).  
Conceptually, Multiple Intelligences (MI) draws on Psychology, Neurology, Biology, Sociology, Anthropology, the Arts and Humanities, and Gardner originally identified seven intelligences (See Figure 2). Lately Gardner has discovered an eighth intelligence, which he has called Naturalist. This intelligence is directly related to our recognition, appreciation, and understanding of the natural world around us. It involves such capacities as species discernment and discrimination, the ability to recognise and classify various flora and fauna, and our knowledge of and communion with the natural world. (Campbell 1989: 16; Gardner, 1999).      
Everyone is born possessing the eight intelligences. Nevertheless, all students will come into the classroom with different sets of developed intelligences. This means that each child will have its own unique sets of intellectual strengths and weaknesses. These sets determine how easy (or difficult) it is for a student to learn information when it is presented in a particular manner. Figure 2 shows a list of the intelligences and the core operations, learning centres involved and appropriate educational activities (Campbell, 1989:10; Rodgers, 2001: 4-5).
Syntax, phonology, semantics, pragmatics
Reading centre
Lectures, work-sheets, word games, journals, debates
Pitch, rhythm, timbre
Music centre
Singing, poetry, chanting, mood music
Number, categorisation, relations
Math centre
Puzzles, estimations, problem solving.
Visual - Spatial
Accurate mental visualisation, mental transformation of images
Art Centre
Charts, diagrams, graphic organizers, drawing, films
Control of one’s own body, control in handling objects
Building centre
Hands-on, mime, craft, demonstrations
Awareness of others’ feelings, emotions, goals, motivations
Working together centre
Group work, peer tutoring, class projects.
Awareness of one’s own feelings, emotions, goals, motivations
Personal work centre
Reflection, interest centers, personal values tasks
Recognition and classification of objects in the environment
Environmental centre
Field trips, show and tell, plant and animal projects.
Figure 2 – MI, core operations and learning centres
Our educational system tends to stress the importance of developing mathematical and linguistic intelligences, basing students’ success on the measured skills in only those two intelligences. I believe that this emphasis is not fair when working mainly with children and specifically if they are children with different needs.  All children do not learn in the same way. Therefore, it is important for the teaching process that the teacher might have an "intelligence profile" for each student. This individualized evaluation practice will allow a teacher to make more informed decisions on what to teach and how to present information. I believe that a better approach is to allow students to tackle the material in their own ways by using the different intelligences.
This theory acknowledges that while not all students may be verbally or mathematically gifted, they may have expertise in other areas, such as music or spatial relations. Schools should then seek to help students develop a sense of accomplishment and self-confidence by recognizing each individual’s particular abilities and talents, trying to ensure that everyone receive an education that maximizes his or her own intellectual potential (Campbell, 1989:17-19)
© 2003 by Lic. Cristina Araujo
Our dear SHARER Carmen Pazos from Neuquén, Argentina has sent us this article reading strategies. It was written by Ana Robles, an HLT Secondary Consultant in Vigo, Spain. We thought our dear SHARERS might want to try the questionnaires with the their students and draw their own conclusions:
La Lectura en Lengua Materna
Lee este texto
El viejo monje estaba sentado junto al camino, con su escudilla al lado. El viejo monje de la cara arrugada meditaba con los ojos cerrados. De pronto, la voz áspera e imperiosa de un guerrero samurai interrumpió su serena meditación. "Viejo, enséñame ahora mismo qué es el cielo y qué es el infierno".
En un primer momento pareció que el viejo monje no había oído la orden del guerrero, pero poco a poco, abrió los ojos, con la sombra de una sonrisa irónica en las comisuras de los labios.
"¿Quieres saber que es el cielo y que es el infierno? ¿Tú? Tan sucio, tan descuidado, despeinado, con mal aliento ¿Tú? Vestido con ropa manchada y con una espada oxidada y vieja ¿Tu? ¿Te atreves a preguntarme a mi qué es el cielo y qué es el infierno?"
El samurai enfurecido lanzó una maldición y, con la cara roja de furia y rabia, levantó su espada para matar al viejo.
"Eso es el infierno", le dijo el viejo monje suavemente al tiempo que la espada empezaba a descender hacia él.
El samurai bajó la espada y le miró lleno de admiración y agradecimiento por aquel viejo monje que había arriesgado su vida para contestar su pregunta.
"Y eso es el cielo", terminó el monje.
Contesta ahora estas preguntas. Si no sabes como contestar, vuélvelo a leer fijándote en cómo lo haces para poder contestarlas.
1.¿Lees palabra por palabra o lees frases enteras?
2.Cuándo lees ¿cómo haces para entender lo que lees?
* te oyes a ti mismo repetir las palabras
* vas "viendo" imágenes
* formas impresiones del texto
* varias de esas cosas a la vez (dime cuales y en que orden):
3. Cuándo te encuentras palabras que no entiendes ¿qué haces?
* te las saltas y sigues leyendo sin prestarles más atención
* te paras y no sigues leyendo porque no te enteras bien si no entiendes todas las palabras, preguntas, buscas en un diccionario, etc.
* te paras a pensar y deduces más o menos el significado utilizando lo que entendiste del texto
* cualquier otra cosa ¿cual?
4. ¿Te vas imaginando lo que estás leyendo a la vez que lees o paras de vez en cuando y entonces piensas en lo que has leído?
5.  Cuándo te pones a imaginar lo que estás leyendo, ¿cómo te lo imaginas? (subraya la respuesta)
* ¿en colores o en blanco y negro?
* ¿imágenes quietas o con movimiento?
* ¿con sonido o como cine mudo?
* ¿te lo imaginas de forma vaga y general o con muchos detalles?
* ¿te imaginas cosas que no están escritas, como por ejemplo, la cara de Edison, el fuego, el ruido de las llamas, etc.
* no ves imagines sino que oyes a los personajes hablar y contarse la historia unos a otros, o una única voz que la cuenta.
* ¿te emocionas con lo que lees y sientes lo que sienten los personajes?
6. Subraya lo que prefieres: libros con mucho dialogo, libros de acción, cualquier cosa, te encanta leer.
Estrategias de Lectura en Lengua Extranjera
Ahora vamos a repetir el experimento con un texto en Inglés. Léelo las veces que te haga falta, prestándole atención a tu manera de pensar para entender el texto.
My name is Peter, and I am 15 years old. I'm a Scorpio and my birthday is in November. I have got brown, long, curly hair, and green eyes. I am very tall for my age and I've also got huge feet. My mother says I'll have to walk barefooted soon if I don't stop growing.
My parents are divorced and I live in a small cottage with my mother and sisters. The garden is quite small, but I like it because it is full of flowers and I like the colours and their smell.
Mum works in a bank, she likes her job, but sometimes she gets home very late and then, I have to prepare dinner for my sisters. I don't particularly like cooking, it is boring. 
I love sport and I am in the school basket team, because I am so tall. When we play for the school we always wear a blue and orange t-shirt with blue shorts.
Contesta ahora estas preguntas. Si no sabes como contestar, vuélvelo a leer fijándote en cómo lo haces para poder contestarlas.
1.¿lees palabra por palabra o lees frases enteras?
2. Cuándo lees ¿cómo haces para entender lo que lees?
* te oyes a ti mismo repetir las palabras en inglés y después en castellano o gallego
* repites las palabras oralmente y vas "viendo" imágenes
* ves imagines directamente, sin repetir las palabras
* formas impresiones del texto, pero sin ver ni oír nada.
* arias de esas cosas a la vez (dime cuales y en que orden)
3. Cuándo te encuentras palabras que no entiendes, ¿qué haces? :
* te las saltas y sigues leyendo sin prestarles más atención
* te paras y no sigues leyendo porque no te enteras bien si no entiendes todas las palabras, preguntas, buscas en un diccionario, etc.
* te paras a pensar y deduces más o menos el significado utilizando lo que entendiste del texto
* cualquier otra cosa ¿cual?
4. ¿te vas imaginando lo que estás leyendo a la vez que lees? ¿O paras de vez en cuando y entonces piensas en lo que has leído?
5. Cuándo te pones a imaginar lo que estás leyendo, ¿cómo te lo imaginas? (subraya la respuesta)
* ¿en colores o en blanco y negro?
* ¿imágenes quietas o con movimiento?
* ¿con sonido o como cine mudo?
* ¿te lo imaginas de forma vaga y general o con muchos detalles?
* ¿te imaginas cosas que no están escritas, como por ejemplo, la cara de Brad Pitt?.
* no ves imágenes, sino que oyes a los personajes hablar y contarse la historia unos a otros, o una única voz que la cuenta.
* ¿te emocionas con lo que lees y sientes lo que sienten los personajes?
Respuestas al Cuestionario sobre Estrategias de Lectura
La primera pregunta 
o palabra por palabra es una estrategia típica de lectores auditivos
o frases enteras es una estrategia típica de lectores visuales
La pregunta dos
o Auditivo + Auditivo + significado
o Auditivo + Visual (significado)
o Visual (significado)
o Kinestésico (significado)
La pregunta tres
o Visual (va formando una idea general del texto que le permite 'rellenar huecos)
o Auditivo (trabaja el texto secuencialmente y se pierde si le falta un paso)
o Preferentemente auditivo con capacidad de visualizar en caso necesario
La pregunta cuatro
o Imaginarse el texto directamente indica visualización directa, irse parando normalmente indica lectura auditiva
La pregunta cinco nos da información sobre la riqueza de la representación mental del texto y, una vez más, sobre el sistema de representación preferido. Cuantos más sistemas se utilicen más rica es la representación interna del texto.
La pregunta seis: los alumnos más kinestésicos prefieren libros de acción, los auditivos libros con mucho diálogo y a los visuales les gusta leer cualquier cosa.
Un alumno con estrategias de lectura visuales en los dos idiomas no tendrá problemas al leer en lengua extranjera. Los alumnos con estrategias visuales en lengua materna que tengan estrategias auditivo-kinestésicas en lengua extranjera desarrollarán sin problemas las estrategias visuales. Los alumnos con estrategias de lectura auditivas o kinestésicas en lengua materna necesitarán más tiempo y atención.
© 2000 by Ana Robles
Our dear SHARER Mariano Delfino from Asunción, Paraguay has this article to SHARE with all of you ( in passing,“The Catcher in the Rye” is probably one of my best-loved novels and Marina just happens to sweetly “despise” it! ) 
Salinger and the Holden Life
J. D. Salinger   (1919 - )
by Steve King
On July 16, 1951 J. D. Salinger's The Catcher in the Rye was published. Reviews were mixed, but having been pre-selected by the Book of the Month Club, the novel was immediately popular. Rare book dealers regard a good, signed copy of the first edition-this is the one with the dust-jacket picture of a quixotic, carousel horse-as "one of the most elusive of 20th century books." The only rare book dealer currently offering one for sale (somewhat damaged, $35,000) says that the last signed edition for sale, about fifteen years ago, was inscribed by Salinger to Harold Ross of The New Yorker. The first of many Salinger stories to appear in the magazine was "Slight Rebellion Off Madison"; this was published in 1946, but it had been purchased by Ross in 1941, when Salinger, at twenty-two, was not much older than its young hero, Holden Caulfield. It was the first appearance of Holden in print, and the basis of the Sally Hayes sections of Catcher in the Rye.
The same rare books' dealer, Ken Lopez, recently had another scarce item for sale: a "suppressed uncorrected proof copy" of Ian Hamilton's biography of Salinger. This has the excerpts from the Salinger letters, the material which eventually led to the original version of the book being squashed; ominously, it also has Hamilton's name misspelled on the cover, spine and title page. Hamilton subsequently took the long view of all this. His 1992 book, Keepers of the Flame: Literary Estates and the Rise of Biography from Shakespeare to Plath, tells some two dozen tales of scholarly and biographical misadventure. Richard Altick's The Scholar Adventurers (1950) enjoyably covers the same sort of ground. Both books should be required reading for any biographer waiting for whatever joke or treasure may lie in Salinger's New Hampshire bunker.
So few were interested in Margaret Salinger's letters from her father that they were withdrawn from auction several years ago. Joyce Maynard's letters from Salinger, purchased at auction in 1999 by Peter Norton, were returned to him. In the recent Letters to J. D. Salinger, the novelists Tom Robbins and Jim Harrison take the Norton side on the Salinger chase; Robbins refers to Maynard as "that hack who won your confidence and then betrayed you," one whose "karma reeks of weak ink, sour grape and spilled bean"; Harrison calls her a "whining vixenette." W. P. Kinsella also contributed a letter; here we learn that his Ray Kinsella character in Shoeless Joe was inspired by two Salinger Kinsellas-Ray in the short story " A Young Girl in 1941 with No Waist At All," and Richard in Catcher in the Rye. But in his letter the real Kinsella has another bone to pick:
I made you a character in my 1982 novel Shoeless Joe because over the years you made yourself conspicuous by hiding, claiming not to want publicity but raising hell every time someone mentions your name in the media.... Hollywood didn't have the balls to use you as a character in the movie Field of Dreams, opting instead for a generic black reclusive author that you couldn't claim was a thinly disguised you. My publisher's lawyers said to me, "Look, all he can sue us for is about the sixth definition of libel called 'false light' in which case he would have to go to court and say, 'I've been portrayed in this book as a kindly, loving, humorous individual, while in reality I as a surly, so-and-so who occasionally shoots at tourists when they drive by my house, therefore I've been portrayed in a false light.'"
© 2003 by Steve King.
Our dear SHARER Pierre Stapley from Rosario has sent us this invitation to a seminar to be delivered by our great friend Fernando Armesto.
A New England School of English and Stapley Educational Services event.
Supported by: English & Fun   and   Thomson Learning    
"Having Fun In Your Class: The Use of Drama Techniques in Language Teaching"
Saturday 27th September 2003 - Capital Federal
with Fernando Armesto
Come and learn how to use drama techniques in your class and have fun experiencing how different and similar they are. Discover how their educational value can be exploited with students of all ages.
Also work with and enjoy improvisations while learning all about them. Share the magic of theatre-going and its incredible effect on students of different levels.
Play different roles and laugh at the same time!!
Objectives of this seminar:
* Explain what Drama Techniques are, and give concrete examples of them
* Engage participants in a hands-on experience where drama techniques are used
* Learn and follow the different steps in a class where different springboards are used to trigger off improvisations.
* Discuss the possibility of adapting the activities and ideas to different levels/ age groups.
* Emphasize the importance of  theatre- going and its magic effect on classroom work
* Explore the use of  improvisations to foster language work.
* Learn about roleplay and simulations and their potential use in Language classrooms
Place: New England School of English, Santa Fe 5130, Capital Federal
Times: 09:30 to 12:30
Fee: $20,00 (Pesos) if you pay before 24th September
$24,00 (Pesos) if you pay after the 24th September
Registration & More Information: New England School of English
Santa Fe 5130 - Capital Federal - Tel: 011-4778-3566 after 14:00hrs
Email:   or 
About Fernando Armesto
Current lecturer at Instituto Nacional Superior del Profesorado Técnico UTN in the Chair of Didactics for EGB 1 and 2.
Current Head of English at Colegio Belgrano Uno at both Primary and Secondary levels.
Former Lecturer in English Language at Universidad Austral and Universidad del Museo Social Argentino (UMSA).
Former Head of English Department at Instituto de Educación Integral de Munro.
He was a member of the Academic Committee of the Seventh and Ninth National Congress of Teachers and Students of English.
Since 1996, he has specialized in E.S.P., working in the fields of Hotel Catering and Management and Journalism. Co- author of the resource book "Tourism" Polimodal English. Macmillan Heinemann.
He has been engaged in several Drama Clubs and Societies and as a teacher he has worked with Drama with children, adolescents and adults. He has also participated as an actor and assistant director in various plays with the Buenos Aires Players and The Suburban Players.
Our dear friend and SHARER Jamie Duncan has sent us this announcement: 
We Teach who we are
How our beliefs shape our behaviour in the classroom
a one day workshop with Jamie Duncan, Laura Szmuch,
Maria Marta Suárez and Oriel Villagarcía
based on the ideas by JUDY LLOYD YERO
researcher in the neurosciences and cognitive psychology at the University of Illinois, Trainer in NLP, writer of award winning science lessons, co-author of science books for secondary school students and author of TEACHING IN MIND: How Teachers Thinking Shapes Education
as presented in a video and in recorded material specially prepared for this workshop so that participants can explore the beliefs, values, assumptions, metaphors and other unconscious thinking processes that define who they are and how they have shaped their perceptions and behaviour
Note: JUDY LLOYD YERO was originally meant to visit Buenos Aires, but an unfortunate accident-a badly broken arm-has prevented her from leaving the United States, her homeland.
Further details of the session:
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 beliefs affect the interaction.
Ideas for empowering teachers to better results.
Participants will receive handouts and suggestions for ongoing reflection.
Saturday, September 27, 9:30 to 18:00
Consudec, Bme Mitre 1869, Capital Federal
Fee:   $ 40        - Registration closes on September 25
How to enrol? Deposit the money in the following account: Banco de la Nación Argentina Branch: 00520 (Federico Lacroze) - Account Nº: 48019310/2 Titular: James Duncan
CUIT number: 20-60168389-0 –
CBU Nº (for bank tranfers): 01100488-30004801931029
For further information contact:
RT Resourceful Teaching - (011) 4641-9068; ;
ALL Alternative Language Learning(r) - (011) 4821-0280 -
Organized by : RT Resourceful Teaching, ALL Alternative Language Learning(r) and Tools for Teachers.
Our dear SHARER Rosana Carlino from ICANA Cultural Department has sent us this invitation: 
ICANA Annual Seminar for Teachers of English
September 25 - 27 at ICANA, Maipú 672, Capital
Plenary Speaker:  Spencer Salas
Presidential Graduate Fellow, University of Georgia - College of Education
Specialist´s interests include the use of Writing to Learn in ESL teacher education, critical educational theory, and the educational cultures of origin of ESL teachers and learners.
Curriculum/materials development workshops characterized by three primary objectives:
To raise teacher awareness of their roles as civic educators. through exposure to critical educational theory,
To provide teachers with practical models and methods for English Language Teaching in a Democratic society, and
To engage teachers in their roles as agents of individual and social change within their respective communities.
Workshops will emphasize pedagogical method as curriculum development:  the integration of best practice across the curriculum.
Proposed workshops explore models of participatory classrooms and curricula-ones that offer students a critical education of high quality, an experience of democratic learning, and positive feelings towards intellectual life. 
Registration: Check with:
Registration fee: $ 15 -fifteen pesos. Fee payable on site.
On site registration opens Thursday, September 25 at 1.00 pm.
This Program is sponsored by the Embassy of the United States of America, Cultural Section.
Our dear friend and SHARER Cecilia Yulita from Bahía Blanca, Pcia de Buenos Aires announces the forthcoming activities at her ELS.
The Helen Keller Institute cordially invites you to two consecutive workshops on
Saturday 27 September
TALK, CHALK AND WALK by Jeremy Goodchild, PG Cert TEFL  (11.30 - 13.30 hrs)
and  POETRY IN THE CLASSROOM by Griselda Beacon, MA Lit  (14.00 - 16.00 hrs)
Venue: Necochea 354, Bahía Blanca, tel. 0291 482 1468
Fee: $22 if you attend both or $13 if you attend only one for APIBB/SEA members, Profesorado/HK students and state school teachers. $26 & $15 for all others.
Coffee and biscuits will be provided.
Talk, Chalk and Walk
Designed for both experienced and novice teachers, this workshop aims to foster confidence and to revitalise classroom language. A process of deroutinisation will be suggested as a way of escaping repetitiveness in class to provide a wider range of usable language. Paralinguistic features will be reviewed and the language of written feedback developed.
Jeremy Goodchild holds a PG Cert. in TEFL from Leeds Metropolitan University. Formerly of London and Norwich, he is Co-Director of Helen Keller. A guest speaker for FAAPI and IX Congress of Argentinian teachers and students of English, he is experienced in producing and presenting language and culture development and teacher training workshops.
Poetry in the Classroom
The workshop will consider the role of poetry in the EFL class and the underlying fundamental objective: reading for pleasure. The presenter will demonstrate how to use poems with students at all levels - from elementary to advanced in EGB/Polimodal, language institutes and bilingual schools. Special emphasis will be placed on women poets as an undervalued voice.
Prof. Griselda Beacon holds an MA in English and American Literature from Philipps-Universität Marburg, Marburg, Germany. A graduate EFL teacher and a Fulbright scholar, she has recently finished professional development studies in her field in New York University. Griselda has lectured extensively in Argentina and published several publications on Literature. She is also experienced as a teacher of Literature in Profesorados and a teacher of Anglo-American Literature for IGCSE students at bilingual schools in BA.
Certificates of attendance will be issued.
Our dear SHARER Carla De Vincenzi from Córdoba has sent us this book review published
in World Wide Words.
Book Review: Spoken Here
Does it matter that languages are dying out? Should we worry about them as much as we do about losing the giant panda or the Siberian tiger? Some people would say not, rguing that a species that has become extinct cannot be brought back, whilst a language that has been recorded can be taught and so returned to life. That attitude is surely horribly mistaken, making too much of the special case of Hebrew, and it's one that Mark Abley's new book refutes.
When a language dies - and one is vanishing about every fortnight on average at the moment - you also lose much of the environment and the culture in which it existed and thrived. Though linguists now dismiss the old Sapir-Whorf theory that the form of a language determines what you can think and say in it, there's no doubt that subtleties of observation, feelings and ideas are often easier to say using one tongue than another, especially when they refer to the environment in which a language community has grown up and operates. You don't have to evoke the supposed 100 words for snow in Inuit languages (actually a misunderstanding of the way those languages work) to know this. Mr Abley mentions the Berinmo, a hunter-gatherer people in Papua New Guinea, whose language doesn't have separate words for blue and green, but which does have words
for two shades of yellow that outsiders can hardly distinguish, a discrimination that's important to them in that environment.
The author is a journalist who has conservation in his blood and knows the value of stories about human beings in bringing a topic to life. So this is a very readable book, although its conclusions are often sad. He points out that most nearly extinct languages are poorly recorded (so revitalising them would be impossible, even leaving aside any other factors), with the survival of many hanging on the memories of a few very elderly men and women, often with nobody to converse with (he recounts the frustration of linguists who know of only two surviving speakers of one Aboriginal language who, because one is male and one female, are forbidden by tribal taboos to talk to one another).
There are some positive stories, too. There are active attempts to revive a few languages, especially in the Celtic borders of the United Kingdom. Welsh has clawed its way back into mainstream use with some 25% of Welsh people claiming knowledge of it, a very few people are fluent in Cornish for the first time in 200 years, and Manx, the old language of the Isle of Man, is once again being spoken by a few locals. It's too early to say whether these last two represent a brief reappearance through efforts of enthusiasts or a genuine grass-roots resurgence (I suspect the former and that Mark Abley is being too optimistic in his reports; the influence of English among minority language communities is all too great and is likely to be even greater in those that lack a continuous oral tradition to provide a foundation).
He travels from the Arctic Circle to Australia, covering on the way Yiddish, the Native North American languages Mohawk, Yuchi and Inuktitut, several Aboriginal languages, plus others such as Boro (a tongue of north-eastern India). His chapter on the political
divisions among the speakers of Occitan in southern France – of which some argue that a related language, Provençal, is merely a dialect, while others equally fervently claim it's a language in its own right - illustrates how language survival or revival often
has a political or parochial dimension.
[Mark Abley, Spoken Here: Travels Among Threatened Languages, was published in hardback by Houghton Mifflin on 6 August 2003; pp322; ISBN 0-618-23649-X; publisher's price US$25.00]
World Wide Words is copyright (c) Michael Quinion 2003.
Our dear friend and SHARER Alfred Hopkins has sent this note for all SHARERS:
It's last! So why not let your hair down, find the real creative you! 
The Living Lab of Drama and Communication invites Share readers to attend a free storytelling and acting class any Saturday afternoon (2 to 5 p.m.) at a quaint cultural hang-out in the heart of San Telmo: "La farmacia," Bolívar 898, upstairs. Buses 152, 22,28,19,17,126...
Bring a story on your lips or be prepared to invent one as you warm up body, voice and spirit!
Oh, if you're the kind that likes to stay in bed until tea time, you might investigate "The Talking Forum" at , where you can say whatever you want about lots of things and have a mate while you wait for someone to refute your theories on the origen of the universe!
Our dear friend and SHARER Celia Zubiri has sent us this information about her next tour:
LUNES 6/10 - SANTA ROSA -La Pampa
Sales representative: Juan Carlos Ressia - :
0299-4427945 / 15-580-8777
Sales representative: Marta Ulrich - 
Sales representative: Moira Thomas - 
Les confirmaremos los teatros y las funciones que presentaremos en el sur del pais
en los proximos dias.
MARTES 21/10 - LA PLATA- Teatro Coliseo Podesta – Horarios a confirmar.
Sales representative: Cristina Gallego - 
0221-4831662 / 15-506-8920

Our dear friend and SHARER Susana Trabaldo wants to invite all SHARERS to Net-Learning forthcoming courses. She has promised special discounts for the whole new bunch of SHARERS subscribing from Perú, Chile and Uruguay.
Net-Learning, Virtual Learning Environments, presents:  On-line Professional Development
You can do these courses from your computer at home, school or office and at any time.  Enjoy the advantages of distance education !!!
Here are the courses (all prices in Argentinian pesos):
"E-portfolios: Design and Development"
Tutor:  Norma Scagnoli (from Illinois, US)
Duration: 4 weeks – In Argentina: $160
"Prepositions: their meaning and use.  And phrasal verbs."
Tutor: Aldo Omar Blanco (from Buenos Aires, Argentina)
Duration: 6 weeks – In Argentina: $160
"Innovative strategies and resources for motivating your students"
Tutor: Graciela Castelli (from Rosario, Argentina)
Duration: 4 weeks – In Argentina: $110
"From bilingualism in the family to bilingualism at school"
Tutor: Laura Renart (from Buenos Aires, Argentina)
Duration: 6 weeks – In Argentina: $130
Starting date: October  13
"Literature in the EFL class"
Tutor:  Claudia Ferradas Moi (from Buenos Aires, Argentina)
Duration: 6 weeks – In Argentina: $130
Starting date: October 20
"Information and Communication Technologies: e-learning and ELT"
Tutor:  Susana Trabaldo (from Buenos Aires, Argentina)
Duration: 4 weeks – In Argentina: $110
Starting date: November 12
"Moving the organization to Web-enhanced learning"
Tutor: Norma Scagnoli  (from Illinois, US)
Duration: 2/3 weeks – In Argentina: $140
For further information and to consult about these courses:
Our dear SHARER Alejandra Jorge has sent us the September update of which the following is a part:
Professional Development SIG* (Pilar, Prov. of BA)
Coordinators: Silvia Caporale - Gabriela Domínguez 
Date: Thursday, September 25th  -- Time:  12.00 – 13.30
Venue: Wellspring School – Km 42.5. Las Camelias  3883- Del Viso, Prov. of B.A. 
Agenda: Current affairs in education: Reading and discussion of articles on ELT.
For further information on APIBA SIGs visit  (APIBA SIGs link) or contact Alejandra Jorge or Silvia Rettarolli, APIBA SIGs Liaison Officers, at

Our dear friend and SHARER Ana Maria Rozzi de Bergel has sent us some last minute-news:
Universidad CAECE - The Buenos Aires Herald Contest for Teachers of English
Universidad CAECE and The Buenos Aires Herald announce that the deadline for submitting entries to their contest "Using the Media for Language Teaching" has been re-scheduled to November 15. Contestants have to submit a materials design project for the exploitation of authentic materials taken from the media: newspapers, radio, television, magazines, the internet. The prize is a scholarship for Universidad CAECE's Licenciatura en Enseñanza del Idioma Inglés. For further information, enter or e-mail

We thought it would be nice to finish this issue of SHARE with part of a longer “definition” of success somebody sent us. We hope you feel about it the same way we do.
“...Ha tenido éxito aquel a quien nunca le faltó el sentido de la belleza del mundo y que ha sabido dar una expresión armoniosa a lo que sintió en su alma, aquel que ha sabido buscar sin cesar lo que había de mejor en los demás y que ha dado a la humanidad lo mejor que tenía, aquel cuya vida ha sido una sana inspiración para otros, y cuya memoria es una bendición."

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.