An Electronic Magazine by Omar Villarreal and Marina Kirac ©


Year 3                                   Number 65                    February  14th    2002



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





Wow! Contrary to our new policy this issue of SHARE is again very long. We promise that we will try and make our coming issues shorter and more “manageable”.


One or two hints:

We are always delighted to publish your information about congresses, conventions, meetings, courses and the like. We understand that information about the world of ELT is part of our service to our fellow colleagues but please send the information well in advance and state clearly whether you are inviting Marina and me or you want us to SHARE the information.


In the next few days there will be a special issue of SHARE __ called SHARE NEWS___ with the calendar of events for February –March that the publishers have sent us for publication.


One last “family event” that we wanted to share with all of you. In the last few days the numbers of subscribers to SHARE reached the incredible figure of more than 4,500. We know that there are much bigger lists in the world but this figure places us as the second biggest list in the area of Teaching and Research within the International Yahoo Groups.

We know you will be proud too because, although it might seem a commonplace, all this we owe to you.


Thank you for being there always


Omar and Marina.






1.-      Reasons for Using Songs in the ESL/EFL Classroom.

2.-     Postgraduate Course for Translators.

3.-     Alfresco.

4.-     I have learned…

5.-     Free Tuition on Web Design

6.-     TESOL degrees through Distance Learning.

7.-     The Wooden Bowl.

8.-     Teenagers and cats.

9.-     International Congress in La Pampa University.

10-     New Members Meeting at The Suburban Players.

11-     Omar´s Tour of Litoral .






The following article by Kevin Schoepp which we are very pleased to SHARE with all of you was originally published in The Internet TESL Journal, Vol. VII, No. 2,



Reasons for Using Songs in the ESL/EFL Classroom

Kevin Schoepp
Sabanci University, Istanbul, Turkey




Songs have been part of the human experience for as long as we can remember. As Gugliemino (1986) stated, adults sing at religious services, bars, in the shower, and listening to the car radio. Songs have become an integral part of our language experience, and if used in coordination with a language lesson they can be of great value. Fortunately, with the expanding prevalence of the Internet and specifically the World Wide Web into both the classrooms and lives of students, access to music and lyrics has been made easier. This paper will focus on the reasons for using songs by demonstrating their effectiveness as a learning tool.


Theoretical Rationale


A large amount of literature which discusses the value of using songs in ESL/EFL classrooms is not empirically based. However, based upon teacher experience, the first hand knowledge of what actually occurs in a language classroom is, in fact, very valuable. The first step in developing a theoretical rationale for using songs in the classroom is to label the types of listening processes and then identify the reasons teachers and researchers provide. From here, we can see that the teachers' motives are actually grounded in theory. Patterns emerge from the literature as to why teachers and researchers find using songs valuable. These patterns include affective reasons, cognitive reasons, and linguistic reasons.

There are two processes involved in listening, and both can be utilized when songs are used in the classroom. The activity which is selected for a particular song will determine which of these processes is active. Cullen (1999) states that

The first is bottom-up processing where the listener builds up the sounds into words, sentences and meaning. The second is top-down processing where the listener uses background knowledge to understand the meaning of a message. Practicing both of these processes is essential for developing listening comprehension.

The affective, cognitive, and linguistic reasons for using songs which follow, are all grounded in learning theory, and provide insights into the benefits of songs in the classroom.


Affective Reasons


The Affective Filter Hypothesis is one of five proposed hypotheses developed by Steven Krashen. Basically, it is an explanation of how the affective factors relate to language learning. It is particularly appealing to teachers because it provides an explanation to why some learners learn and others do not.

Teachers have long recognized the need for students to have a positive attitude in regard to learning. Krashen (1982) explains that for optimal learning to occur the affective filter must be weak. A weak affective filter means that a positive attitude towards learning is present. If the affective filter is strong the learner will not seek language input, and in turn, not be open for language acquisition. The practical application of the Affective Filter Hypothesis is that teachers must provide a positive atmosphere conducive to language learning. Songs are one method for achieving a weak affective filter and promoting language learning.

With the affective filter weak, Saricoban and Metin (2000) have found that songs can develop the four skill areas of reading, writing, listening, and speaking. Eken (1996, p.46) states that songs can be used:

Lo and Li (1998) offer similar suggestions, writing that songs provide a break from classroom routine, and that learning English through songs develops a non-threatening classroom atmosphere in which the four language skills can be enhanced. The belief that songs provide enjoyment and develop language skills is also noted by several other authors (Adamowski, 1997; Bechtold, 1983; Domoney & Harris, 1993; Griffee, 1992; Guglielmino, 1986; Lems, 1984; Little, 1983; Monreal, 1982). The enjoyment aspect of learning language through song is directly related to affective factors.


Cognitive Reasons


Songs also present opportunities for developing automaticity which is the main cognitive reason for using songs in the classroom. Gatbonton and Segalowitz (1988, p.473) define automaticity as "a component of language fluency which involves both knowing what to say and producing language rapidly without pauses." Using songs can help automatize the language development process. Traditionally, it was believed that automatization would occur through repetitive exercises in a non-communicative environment. However, the major shift towards the communicative teaching methodology requires that automatization occur in a different manner. Gatbonton and Segalowitz (1988, p.476) state that we must "place students in an environment in which it is appropriate to use target utterances in a genuinely communicative fashion." The nature of songs is fairly repetitive and consistent. For example, a song such as "Sailing" by Rod Stewart provides ample opportunities for students to focus on the present progressive tense. The repetitive style of the song lends itself to an activity in which students create their own present progressive sentences based upon their own interest. After listening to the song, students create their own lyrics following the same tune as the song. Lyrics such as: I am writing, I am writing, in my notebook with my friends, are common examples of the type of language that students produce.


Linguistic Reasons


Besides automatization, there is also a linguistic reason for using songs in the classroom. Some songs are excellent examples of colloquial English, that is, the language of informal conversation. A song such as "My Best Was Never Good Enough" by Bruce Springsteen is a prime example of a song that demonstrates colloquial language use. This song is full of phrases like "Every cloud has a silver lining." and "Every dog has his day. " Of course, the majority of language most ESL students will encounter is in fact informal. Using songs can prepare students for the genuine language they will be faced with.

Finally, two studies, Domoney and Harris (1993) and Little (1983) investigated the prevalence of pop music in the lives of EFL students. Both studies found that music is often the major source of English outside of the classroom. The exposure to authentic English is an important factor in promoting language learning. It relates directly to both the affective filter and automaticity. If students are exposed to songs which they enjoy, more learning is likely to occur since they may seek out the music outside of the classroom. The repetitive style of songs then helps to promote automatization of colloquial language.




As demonstrated, the three theoretical reasons are all intertwined and help to demonstrate the value of using songs in the classroom. The next step in the procedure is to successfully integrate the songs into a language lesson. Because of the Internet, access to music, lyrics, and activities has been simplified which makes it easy for the teacher to effectively use songs in the classroom.







Our dear SHARER,  Alejandra Cacciabue de Pingitore from Colegio de Traductores Públicos Pcia de Catamarca /  forwards this information to us:


La Secretaria de Posgrado de la Facultad de Lenguas de la U.N.C. anuncia la  realización de un curso de posgrado sobre ESCUELAS Y MODELOS TRADUCTOLÓGICOS, a cargo de la Dra. Rosa Rabadán Álvarez, de la Universidad de León (España), entre los días 11 y 16 de marzo de 2002, con una duración de 40 horas presenciales con evaluación para los aspirantes a créditos.


Informes e inscripción a partir del 1º de marzo de 2002 en la Secretaria de Posgrado de la Facultad de Lenguas, Avda. Vélez Sársfield 187.






Did you know “alfresco” is an English word? Take a second to read the note below. We are sure you will find it as interesting as any other issue of  A Word a Day, a free publication for word lovers.

If you wish to subscribe, visit

alfresco (al-FRES-ko) adjective and adverb
Outdoors; in the open air. [From Italian alfresco (in the fresh).]

"Santa Fe will be less alfresco next year when all its audience is to be roofed, though not walled, from the squalls on New Mexico's mesa."   American Opera Festivals: Buffy, Not Stuffy, The Economist (London),  Sep 9, 1995.




4.-     I HAVE LEARNED...


Our dear SHARER from Resistencia, Chaco, Maria Silvia Ortega sends us this piece for reflection. Thank you for SHARING, Marisil.



On a positive note I've learned that no matter what happens,

or how bad it seems today, life does go on, and it will be better tomorrow.

I've learned that you can tell a lot about a person by the way he/she handles these three things:  a rainy day, lost luggage, and tangled Christmas tree lights.

I've learned that making a "living" is not the same thing as making a "life."

I've learned that life sometimes gives you a second chance.

I've learned that you shouldn't go through life with a catcher's mitt on both hands. You need to be able to throw something back.

I've learned that if you pursue happiness, it will elude you. But if you focus on your family, your friends, the needs of others, your work and doing the very best you can, happiness  will find you.

 I've learned that whenever I decide something with an open heart, I usually make the right decision.

I've learned that even when I have pains, I don't have to be one.

I've learned that every day you should reach out and touch someone.  People love that human touch - holding hands, a warm hug, or just a friendly pat on the back.

I've learned that I still have a lot to learn.

I've learned that people will forget what you said, people will forget what you did, but people will never forget how you made them feel.






Forget choking your bank account to obtain training.  The W3 consortium offers tutorials in just about everything relevant to web design and development, from basic HTML to CSS, XML, graphics, web building, and more.
There's even quizzes so you can assess how well you are learning.  ...Check 'em out!

Happy learning ... on your own ... when you want ... for free.

Diversity University Collaboratory Mailing List ISSN:1529-7861





Our dear friend and SHARER, Susan Hillyard sends us this message:


Dear All,

This may seem a strange moment to be suggesting anything but we were talking to some friends last week and deciding that we must try to keep our pecker up ( good English idiom ) and have HOPE for a better future. One way is to define some personal projects and not be brought down by malaise, the depression and the sense of limbo we are in.

So.........if you are interested in studying for a TESOL degree at distance please, read below and contact me or Alicia Ghiorzi at CELL


Good luck for what promises to be a CHALLENGING year ahead.

Best wishes

Susan Hillyard



Eurolink offers a series of  seven graded TESOL courses, at distance,  from the Preliminary Certificate of Educational Studies in TESOL ( 70 hours) specially designed for those seeking a preliminary introduction to the world of Teaching English to Speakers of Other Languages, including Practice, Awareness and Pronunciation to an Advanced Diploma (450 hours + research + 3 weeks contact) leading to a Masters Programme of a further 200 hours study at distance and a 36 week research phase.


All the courses are  very well designed with supporting tapes and texts and for the first five stages it is all completed at distance, through snail mail,  so people who do not have computer access can still get an internationally recognised award.


We currently have nine students working at their own pace and would welcome requests from potential students to talk to these candidates and to attend  a party to ask questions.


I did a study of many programmes and found this one to be very flexible, well designed with an emphasis on important areas often omitted in other more theoretical courses. It is right up to date and allows the candidate to work at their own pace within a given framework. Most of the activities are practical and demand thinking skills applied to your own practice which is sound teacher development.


 Not only that but we find that the standard of our Argentine colleagues is so high that they can often slot in at the third or fourth levels of Certificate or Advanced Certificate.

Please take a look at the website on 


Hoping to have you join us,

Susan Hillyard






Our dear SHARER Mariana Fulco sends us this sad but inspiring story and these words to go with them:


“This is a story that you most probably already know. I received it from a friend and I believe it is worth reading and sharing. Congratulations on your magazine!”


A frail old man went to live with his son, daughter-in-law, and  four-year-old grandson. The old man's hands trembled, his eyesight  was blurred, and his steps faltered. The family ate together  at the  table. But the elderly grandfather's shaky hands and failing  sight made eating difficult. Peas rolled off his spoon onto the floor.
 When he grasped the glass, milk spilled on the tablecloth. The son and  daughter-in-law became irritated with the mess. We must do something about  Grandfather, said  the son. "I've had enough of his spilled milk, noisy  eating, and food on  the floor." So the husband and wife set a small table  in the corner. There, Grandfather ate alone while the rest of the family  enjoyed dinner.
Since Grandfather had broken a dish or two, his food was served in a wooden bowl. When the family glanced in Grandfather's direction, sometimes he had a  tear in his  eye  as he sat alone. Still, the only words the couple had for him  were sharp admonitions when he dropped a fork or spilled food.
The four-year-old watched it all in silence. One evening before  supper,  the father noticed his son playing with wood scraps on the floor. He  asked  the child sweetly, "What are you making? " Just as sweetly,  the boy responded, "Oh, I am making a little bowl for you and Mama to eat your food from  when I grow up." The four-year-old smiled and went back to  work. The words so struck the parents that they were speechless. Then  tears started to stream down their cheeks. Though no word was spoken,  both knew what must be done. That evening the husband took Grandfather's
hand and gently led him back to the family table. For the remainder of his days he ate every meal with the family. And for some reason, neither  husband nor wife seemed to care any longer when a fork was dropped, milk  spilled, or the tablecloth soiled.





Our dear SHARER Nelly Hirsch from Entre Ríos sends this “serious” study of adolescent behaviour:


1. Neither teenagers nor cats turn their heads when you call them by name.

2. No matter what you do for them, it is not enough.  Indeed, all humane efforts are barely adequate to compensate for the privilege of waiting on them hand and foot.

3. You rarely see a cat walking outside of the house with an adult human being, and it can be safely said that no teenager in his or her right mind wants to be seen in public with his or her parents.

4. Even if you tell the best joke in the world, neither your cat nor your teen will ever crack a smile.

5. No cat or teenager shares your taste in music.

6. Cats and teenagers can lie on the living- room sofa for hours on end without moving, barely breathing.

7. Cats have nine lives. Teenagers carry on as if they did.

8. Cats and teenagers yawn in exactly the same manner, communicating that ultimate
human ecstasy -- a sense of complete and utter boredom.

9. Cats and teenagers do not improve anyone's furniture.

10. Cats are free to roam outside the house all through the night and return home only well after dawn. Teenagers are not above that sort of behaviour.

Thus, if you must raise teenagers, the best sources of advice are not other parents, but veterinarians. It is also a good idea to keep a guidebook on cats at hand at all times. And remember, above all else, put out the food and do not make any sudden moves in their direction. When they make up their minds, they will finally come to you for some affection and comfort, and it will be a triumphant moment for all concerned.






Primeras Jornadas Internacionales y Segundas Jornadas Nacionales de

Traducción Literaria y Científica: Prácticas, Debates y Perspectivas. 

Organizadas por :

Instituto de Estudios Clásicos,  Tel. 02954-


Instituto de Análisis Semiótico del Discurso,  



29, 30 y 31 de mayo de 2002  en Facultad de Ciencias Humanas de la Universidad Nacional de La Pampa. Coronel Gil 353. Piso 2º. (6300) Santa Rosa. La Pampa 



* La traducción en los estudios literarios.

* Problemática de la traducción en la producción y divulgación de la ciencia.

* La traducción en el ámbito de los estudios grecolatinos.

* Abordajes contemporáneos de la traducibilidad: niveles, debates, prácticas.

* Crítica y traducción.

* Retórica, léxico y semántica en la tarea de traducir.

* Implicancias de la traducción en el ámbito de los estudios de género.

* Lenguas y escrituras en contacto.

* Traducción y traductores.

* Traducción y texto lírico.

* La traducción literaria y científica: perspectivas desde la cultura, las demandas

  de mercado y las nuevas tecnologías de la información.

* Vigencia de las traducciones.

* Didáctica de la traducción.

* Traducción y postmodernidad.



Miércoles  29 de Mayo

08: 00 Acreditaciones

09:30 Acto de Apertura. Palabras de la Coordinadora de las Jornadas

10:00 Conferencia Inaugural: Dr.Rolando Costa Picazo. (UBA).

11:00 a 13:00 Trabajo de Comisiones.

15:30 a 19 Trabajo de Comisiones.


Jueves 30 de Mayo

09:30 Conferencia. Dr.Pascual Masullo (Universidad del Comahue)

10:30 a 13:00 Trabajo de Comisiones

15:30 a 20.00 Trabajo de Comisiones


Viernes 31 de Mayo

09:00 Conferencia de Cierre. Dr.David Foster (Universidad de Arizona).

10:30 a 13:00 Trabajo de Comisiones

15:30 a 19:00 Trabajo de Comisiones

19:00 Acto de Clausura. Palabras del Sr Decano. Brindis. Diplomas.


Comisión Organizadora

Coordinadora: Prof. Dora Batisttón (

Vicecoordinadora: Prof. María del Carmen Trouvé

Secretarios: Profs. Aldo Reda (

Marta Alesso (

Marisa Elizalde (



Ponencias: Hasta el 28 de febrero de 2002.

Evaluación del Comité de Lectura: Hasta el 15 de abril de 2002.

Comunicación al autor: Desde el 15 al 30 de abril de 2002.



Expositores: 30 pesos; con publicación, 50 pesos. (Después del 28 de Febrero, hay un recargo del 50 % en ambas categorías). Asistentes: 15 pesos

Estudiantes: Sin cargo.





Our dear SHARER , Ximena Faralla, Secretary of The Suburban Players, sends us this message:

Dear Friend, 
I am writing to let you know that we will be holding a “
New Members Meeting” on Sunday, February 17th at 7 PM at the Playhouse, located in San Isidro at Moreno 80.
Our mission is to provide opportunities for members to learn and participate in all aspects of theatre organisation and production, and opportunities for members and the public to experience theatre of excellence in English.

The Suburban Players” is the longest running English-speaking amateur theatrical group in Argentina, having been around since April 1963. During these first 39 years we have produced well over 100 shows, including dramas, comedies, farces, musicals and thrillers at our own premises, The Playhouse, as well as at other theatres, both in Buenos Aires and the interior of Argentina. Being a non-profit organization that collaborates on a regular basis with established charities, we have also helped community-oriented fund-raising campaigns.
Last year we also started staging plays for the younger crowds giving birth to our new Division, “ The Suburban Players Junior”. Our aim is to entertain youngsters and trigger their interest in theatre providing a show where both, adults and children can have fun.
The Suburban Players” is an open group that regularly holds auditions inviting people to come and join in all the many activities: onstage, backstage and front of house, related to the actual production of a play, and we invite You to come along and join our Club!  Your talents will be appreciated, even if right now they´re at the participating spectator stage!
We look forward to seeing you all at the meeting.

Yours truly,

Ximena Faralla – Secretary -The Suburban Players - 4747-4470







At the end of this month I will  be touring our Litoral for Macmillan Heinemann. Here are the details of my presentation and  the places I will visit.

What a great opportunity to meet our dear SHARERS from those cities! I will be looking forward to seeing you there.



How To Make Your School Year Easier


Facing adverse circumstances with confidence and renewed optimism is a healthy resolution for the new year. In this new talk, I will discuss how planning for every aspect of teaching teenagers is the cornerstone of this challenge. In fact, planning in the third cycle and at Polimodal is much more than a good language teaching plan: it involves reconstructing motivation, improving discipline and increasing student involvement as well as effective language teaching techniques.

To illustrate this, I will exploit examples from Explorer and Polimodal English.



Wednesday 27th February 8:30 - 12:00,

Colegio Privado Alas - Ayacucho 64 Este,

Registration: Advice Bookshop  Mendoza 429, Corrientes - (03783) 436034



Wednesday 27th February 18:30 - 20:30,

Colegio Informatico San Juan de Vera - Quintana 947 ,

Registration: Advice Bookshop Corrientes



Thursday 28th February  8:30 - 12:00,

Escuela Normal Superior 45 Heroes del Atlantico Sur - Juan de Dios Mena 60,

Registration: Advice Bookshop - Juan B Justo 380, Resistencia - (03722) 450386



Thursday 28th February 18:30 - 20:30,

Instituto Superior del Profesorado No 4 - Alvear y Ludueña ,

Registration: Advice Bookshop  San Martin 3031, Santa Fe - ( 0342) 4533392


San Francisco (Córdoba)

Friday 1st March 18:30 - 20:30 –

Colegio Superior San Martin - Pje. Zanichelli (S) 57 ,

Registration: Libreria Collino  - San Luis 93 - San Francisco -(03564) 432659



Friday 1st March 8:30 - 12:00  

Escuela de Enseñanza Media No 429 "Mario Vecchioli" - 9 de Julio 357,

Registration: Advice Bookshop - Brown 239, Rafaela - (03492) 430852



Saturday 2nd March 8:30 - 12:00 ,

Consejo Superior de Educación - Córdoba y Laprida,

Registration: Advice Bookshop  - 25 de Junio 214, Paraná - (0343) 4316100




Time to say goodbye again. This time let us share an excerpt of what world famous artist Pablo Casals once wrote:



Each second we live is a new and unique moment of the universe, a moment that will never be again.

And what do we teach our children? We teach them that two and two make four, and that Paris is the capital of France.

When will we also teach them what they are?

You are a marvel. You are unique. In all the years that have passed, there has never been another child like you. You may become a Shakespeare, a Michelangelo, a Beethoven. You have the capacity for anything. You must work - we all must work - to make the world worthy of its children.





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.