An Electronic Magazine by Omar Villarreal and Marina Kirac ©


Year 3                    Number 80               September 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! Such a rush. It´s about 7:30 and I have to finish writing this introduction. Today is going to be a hectic day for Marina and me. Three big events to attend : The Longman Annual Conference, the British Council Seminar and the English Speakers Mega-event. We´ve got a special invitation for all three and we want to attend all three. Will we be able to make it? Marina will as usual be at the wheel (and at the helm!!!). But she´s a bit down the weather (some flu) so I´m not sure whether she will stand the whole length of our expedition downtown (we can rightly call it expedition because we very seldom go downtown and almost never drive from one meeting to the other!).

Well, everything is almost finished. This issue will get to you when the boys get up.

They will send it to Yahoo and they will distribute it to you. I hope you get the issue before Sunday. The whole Yahoo business takes a few seconds ( ! ) ,it is two teenagers sleeping tight until mom and dad come back at 6:00 p.m. what worries us.



Omar and Marina






1.-    Decade of the Brain.

2.-    5th Southern Cone Regional TESOL Convention.

3.-    How we learn to talk.

4.-    Information from The British Council.

5.-    Historical Novels for Teens.   

6.-    El Nacimiento del Lenguaje.

7.-    In Remembrance of 11th September 2001.

8.-    Centum and Trinity College Certificate TESOL.

9.-    English & Fun, A Website for Teachers of English.

10.-   Amazing English.

11.-   Seminar in Paraná.

12.-   Taller de Traducción.






Our dear SHARER Maria Inés Suarez Sancho from Lima, Perú wants to SHARE this article with all of us.


Decade of the Brain

Learning another language offers both personal and professional benefits


The 1990s have been a decade of renewed interest in language learning. As always, political and economic concerns play a major role in the nation's perception of the value of learning a second language. In addition, there is now a growing appreciation of the role that multilingual individuals can play in an increasingly diverse society, and there is also a greater understanding of the academic and cognitive benefits of learning other languages. During the past five years in particular, researchers, policymakers, educators, employers, parents, and the media have re-examined the advantages of foreign language learning.

In 1989, a presidential resolution declared the 1990s the "decade of the brain," resulting in an increased level of research on brain development throughout the 1990s. Some of this research has analyzed the effect of language acquisition on the brain. The results of these studies have generated media interest in how early learning experiences including first and second language acquisition promote cognitive development. For example, the Spring/Summer 1997 special issue of Newsweek magazine was devoted to the critical first three years of a child's life, indicating that there is a window of opportunity for second language learning that begins when a child is one year of age. Numerous other magazines, journals, and television programs have also explored the importance of early language learning.

Most experts are in agreement that making it possible for children to learn a second language early in life is entirely beneficial. A summary of the many benefits of learning a second language follows.


Benefits of Second Language Learning


Personal Benefits


An obvious advantage of knowing more than one language is having expanded access to people and resources. Individuals who speak and read more than one language have the ability to communicate with more people, read more literature, and benefit more fully from travel to other countries. Introducing students to alternative ways of expressing themselves and to different cultures gives greater depth to their understanding of human experience by fostering an appreciation for the customs and achievements of people beyond their own communities. Ultimately, knowing a second language can also give people a competitive advantage in the work force by opening up additional job opportunities.


Cognitive Benefits


Some research suggests that students who receive second language instruction are more creative and better at solving complex problems than those who do not. Other studies suggest that bilingual individuals outperform similar monolinguals on both verbal and nonverbal tests of intelligence, which raises the question of whether ability in more than one language enables individuals to achieve greater intellectual flexibility.


Academic Benefits


Parents and educators sometimes express concern that learning a second language will have a detrimental effect on students' reading and verbal abilities in English. However, several studies suggest the opposite. For example, a recent study of the reading ability of 134 four- and five-year-old children found that bilingual children understood better than monolingual children the general symbolic representation of print. Another study analyzed achievement test data of students who had participated for five years in immersion the most intensive type of foreign language program.

The study concluded that those students scored as well as or better than all comparison groups on achievement tests and that they remained high academic achievers throughout their schooling. Numerous other studies have also shown a positive relationship between foreign language study and achievement in English language arts.

All of these results suggest that second language study helps enhance English and other academic skills. Some studies have found that students who learn foreign languages score statistically higher on standardized college entrance exams than those who do not. For example, the College Entrance Examination Board reported that students who had averaged four or more years of foreign language study scored higher on the verbal section of the Scholastic Aptitude Test (SAT) than those who had studied four or more years of any other subject.

These findings, which were consistent with College Board profiles for previous years, suggest that studying a second language for a number of years may contribute to higher SAT scores.


Societal Benefits


Bilingualism and multilingualism have many benefits to society. Americans who are fluent in more than one language can enhance America's economic competitiveness abroad, maintain its political and security interests, and work to promote an understanding of cultural diversity within the United States. For example, international trade specialists, overseas media correspondents, diplomats, airline employees, and national security personnel need to be familiar with other languages and cultures to do their jobs well. Teachers, healthcare providers, customer service representatives, and law enforcement personnel also serve their constituencies more effectively when they can reach across languages and cultures. Developing the language abilities of the students now in school will improve the effectiveness of the work force later.




Research has shown that second language study offers many benefits to students in terms of improved communicative ability, cognitive development, cultural awareness, and job opportunities. Society as a whole also profits economically, politically, and socially when its citizens can communicate with and appreciate people from other countries and cultures. Parents and educators would be wise to take advantage of the many available opportunities and resources for second language learning for the benefit of children coming of age in the 21st century.


Kathleen M. Marcos, Assistant Director, ERIC Clearinghouse on Languages and Linguistics Center for Applied Linguistics. Adapted from "Second Language Learning: Everyone Can Benefit," K-12 Foreign Language Education: The ERIC Review, Volume 6, Issue 1.






Our dear SHARERS from the URUTESOL Board send us this announcement:


URUTESOL announces the 5th Southern Cone Regional TESOL Convention: The Spirit of Languages


Dear Colleagues,


Please mark the dates of August 23 – 25 in your 2003 calendar!  The Southern Cone Regional Conventions have come full circle: we are expecting you in Montevideo once again a year from now.

We hope to make this as memorable an event as was our first one in 1995. To ensure this,  we need your support and  your active participation as presenters, as attendants and as multiplying agents!

You will soon be receiving our call for papers and more details. But please start spreading the word right away.

You can contact us at the following email addresses: and regular mail at : Casilla 16056 Montevideo, Uruguay








Our very dear friend Bernieh strikes back. This time with a revealing article on the origins of language and speech from “The Sydney Morning Herald”

Talk about a dream gene

"Brain scans are revealing how we think and may help scientists discover how we learn to talk. Deborah Smith reports."
The three-year-old's pleas are piercing and persistent. "I want Elizabeth's blue dinosaur now!" Embroiled in the noisy family battles that ensue when children begin to articulate their desires, it is easy to forget what an extraordinary achievement such a cry represents.

We are the only species to employ complicated syntax and a large vocabulary to communicate. And many master much of it by three.As Darwin noted in 1871: "Man has an instinctive tendency to speak, as we see in the babble of our young children, while no child has an instinctive tendency to bake, brew or write."

How does our brain do it?

This week geneticists provided a clue, with the discovery of the first gene linked to speech. They found it by studying the DNA of a London family, half of whose members cannot talk intelligibly. The unfortunate British family have just one wrong "letter" among the 6,500 letters that make up the gene, yet the impact is profound.
The discovery opens up the tantalising possibility of comparing the equivalent gene in chimpanzees and other primates, which could reveal how human language evolved.
The gene, dubbed SPCH1, is also thought to control other genes responsible for building the brain circuitry that underlies language and speech, and the search is now on for them.
Other scientists, however, caution that genes will never explain fully our unique ability to talk.

A University of Queensland researcher, Dr Greig de Zubicaray, says it has long been known that if people don't learn a language early enough in life, they will never be fluent in it. "So the contribution of nurture to nature is tremendous in language."
De Zubicaray believes the latest "non-invasive" brain-scanning techniques will do much to help unravel the labyrinthine workings of the healthy brain.
Previously researchers had to rely on people with brain damage - those, for example, who lost the ability to name particular objects - to study the complexities of human language.

De Zubicaray uses functional magnetic resonance imaging, fMRI, in which a person lies encased in a powerful magnet. The equipment measures changes in blood oxygen levels in different parts of the brain as the person performs different mental tasks.
There are restrictions in Australia on young children participating in these experiments, even though kids often enjoy lying in claustrophobic tunnels they build themselves at home, he says.
He believes comparing the brain activity associated with language tasks from childhood up would be a promising approach.

The prevailing wisdom is that our brains automatically put different items into categories. If we are asked, for example, to name the group to which a carrot belongs, we can do this more quickly than if asked to name a group to which a carrot does not belong.
De Zubicaray's brain-imaging studies show that the brain has to suppress the normal "vegetable" category response before it can begin to generate the new category answer.
In research to be published later this year he has also studied the fact that people can quickly name a picture of a cat, if they hear the word dog, but are slower if they hear a word from a different category, such as box.

The brain-imaging results show that two areas of the brain are active, one associated with interpreting sounds of words, the other with processing concepts.
This supports the theory that the brain is not like a computer, solving problems, step by step. Rather, there is a feedback loop between different bits doing different things.
"It is this multiplicity which makes the brain such a useful tool," he says.

The power of fMRI was demonstrated in a study published last week by an American team, who claimed they could tell which category of object people were looking at - such as faces, houses, shoes and chairs - just from their brain activity.
Last month, an unusual study of three children with profoundly deaf parents found that the babies began to babble silently in sign language.
This finding supports the theory that vocal babbling is not just jaw exercises but a critical first step in learning to speak.

Other recent language research is more practical, showing that young children learn to speak more quickly when parents use single words in isolation - an instinctive tendency.
And reading and rhyming games are good. The better infants are at distinguishing the different parts of words, the better they will be later using more complex language, researchers say.

Visit Bernieh´s Website :    





Our dear SHARER Mary Godward writes to us:


Words on Words - John Burnside


We regret to inform you that John Burnside has been forced to cancel his visit to Argentina due to emergency surgery to his eyes. We know he was looking forward to his visit so this is a great disappointment for him as well. As soon as he recovers we will try and re-schedule his events for November. All other Words on Words events will go ahead as originally planned.


Therefore there will be slight changes to our original Words on Words programme:


1.      September 14 and 18 (Events for teachers in Buenos Aires and Córdoba)

There will be no changes to the starting and finishing times announced. We will start at 0845 and end at 1600. We will not have John Burnside's session on creative writing or his reading but the other three visitors will run slightly longer sessions.


2.      September 16 (Events for students in Buenos Aires)

All events will keep to the programme as originally planned except for:

The two creative writing workshops by John Burnside have been cancelled and all students who had enrolled will be reimbursed. We hope to hold these workshops in November and the students who had enrolled will be given first choice.


The storytelling workshop by Jan Blake has been moved from 1100-1300 to 0900-1100. We will contact all students who have enrolled to inform them of the change.


3.      September 17 (Events for students in Córdoba)
There are no changes to this programme.


We apologise for any inconveniences these changes may cause. Should you have any doubts, please feel free to contact us or check our web pages for an updated programme of events.


The British Council

M T de Alvear 590 - 4th Floor - C1058AAF Buenos Aires

Tel  (011) 4311 9814 / 7519 -Fax  (011) 4311 7747 <> <>






Teaching ESL to teens? Looking for material for your Literature or History classes? Hear what Sarah Schutte has got to say:



I teach 8th grade Reading/Writing Workshop with mainstreamed ESL students,and some of the historical novels I've used in the past are:


My Brother Sam is Dead by James Lincoln Collier

Young Tim is caught between his brother's patriotism and his father's Tory sympathies, in this classic story of the American Revolution.


Nightjohn by Gary Paulsen

A searing picture of slavery, sometime in the 19th century at an unspecified place in the South. A slave risks all to learn to read and write and to teach others.


Stowaway by Karen Hesse

To 11-year-old Nicholas Young, the tall masts of the exploratory ship Endeavour look like an answer to his fervent prayers. On the run from his demanding father and the cruel butcher who employed him, Nick finds adventure beyond his wildest imaginings when he stows away on the ship of legendary Captain James Cook.


My Name is not Angelica by Scott O'Dell

In the last novel completed before his death, Scott O'Dell once again expresses his horror at the degradation of human enslavement. Narrated by the sixteen-year-old

heroine is the story of a group of Africans abducted and taken to what was then the Danish West Indies – a tale of tragedy and heroism that culminates in the great slave revolt of 1733.


Fever by Laurie Halse Anderson

It's 1793.  Yellow fever is sweeping through Philadelphia, and for young Mattie, the epidemic begins with the sudden death of a friend.






The following is a reproduction of an article published in “La Nación” last Monday 2nd September.


Estudian el nacimiento del lenguaje

Hasta ahora los científicos nunca habían podido determinar si el balbuceo de los bebes es fundamentalmente lingüístico o simplemente una actividad de ejercicio motor. Sin embargo, según un equipo de investigadores de Dartmouth, Estados Unidos, existe una relación sólida entre el balbuceo y los centros de procesamiento del lenguaje del cerebro.
Un trabajo que se publica en la última edición de Science, realizado por la doctora Laura Ann Petitto, profesora del Departamento de Ciencias del Cerebro de Dartmouth, y Siobhan Holowka, de la Universidad McGill, de Montreal, Québec, muestra que los bebes balbucean abriendo más el lado derecho de la boca, lo que indica actividad en el hemisferio izquierdo, donde se encuentran los centros de procesamiento del lenguaje. Los investigadores afirman que "es la primera vez que se demuestra una especialización cerebral del hemisferio izquierdo en la producción de lenguaje de los bebes, tal como ocurre en los adultos. Esto sugiere que el cerebro se especializa en las funciones del lenguaje a muy temprana edad".
Asimetría derecha de la boca es la frase utilizada para describir el hecho de que el lado derecho de la boca se abre un poco más que el izquierdo al hablar. El cerebro realiza una corrección de esta disparidad, de modo que nos es virtualmente imperceptible. Los científicos estudiaron la asimetría derecha de la boca en adultos para detectar daño cerebral después de ataques cerebrovasculares. Estos estudios arrojaron un índice de lateralidad, que es una medida de la asimetría. Holowka y Petitto son los primeros en aplicarlo al estudio del lenguaje en los bebes. Los científicos estudiaron videos de diez bebes de entre cinco y doce meses, cinco que estaban aprendiendo inglés y cinco, francés. Luego, dos codificadores independientes que no conocían cuál era el objetivo del trabajo asignaron un puntaje a pasajes seleccionados al azar utilizando el índice de lateralidad. "Encontramos que todos tenían asimetría derecha cuando balbuceaban, cuando no balbuceaban no tenían asimetría y tenían asimetría izquierda cuando sonreían", afirmó Petitto.
Ahora están viendo si este método puede utilizarse para determinar si hay problemas de desarrollo lingüístico incluso antes de que un bebé pueda decir su primera palabra.






Our dear SHARER Graciela Brizuela from San Salvador de Jujuy writes to us:


Dear friends,

I received this beautiful poem and I want to share it with you all.

Even the most painful events in our lives have a possitive side. Here, after the disaster we have a wonderful lesson, let us all profit from it,




If I knew it would be the last time
that I'd see you fall asleep
I would tuck you in more tightly
and pray the Lord your soul to keep.

If I knew it would be the last time
that I see you walk out the door,
I would give you a hug and kiss
and call you back for one more.

If I knew it would be the last time
I would be there to share your day,
well I'm sure you'll have so many more,
so I can let just this one slip away.

Tomorrow is not promised to anyone,
young or old alike.
And today may be the last chance
you get to hold your loved one tight.





Our very dear SHARER Ana María R. de Bergel sends this message:


In 1997, CENTUM Language Services became the first centre for Trinity College London's Certificate in Teaching English to Speakers of Other Languages (CertTESOL), an internationally-valid certification and, a most original teacher-training course taught through Project Work. It can boast an enormous success, so much so that in 2003, three teams of CENTUM tutors will be teaching the course simultaneously in the south and west of the Province of Buenos Aires and at CENTUM, Bartolomé Mitre 811, 4º, Capital Federal.


The host institute in Quilmes will be Practical English Teaching, headed by Mirtha Polla. To present the course in Quilmes, P.E.T. and CENTUM will be holding a special seminar at the Quilmes High School on October 5th, from 11:00am to 1:00 pm. The course director, Ana María R. de Bergel, will explain the components of the programme and David Shepherd, holder of a CertTESOL degree, will then discuss his experiences as a trainee. Longman, Stratford Books Service and Together Educational Consultancy and the Quilmes High School itself will be sponsoring the event.


Admission is free of charge. For further information and enrollment, please contact CENTUM: 4328-2385/15-5110-4977 or


Lic. Ana María R. de Bergel

Coordinator - English

CENTUM Language Services






Our dear friend and SHARER Alejandra Jaime writes to us with more details about her well known “English and Fun” .


ENGLISH & FUN  is a team of Teachers of English, BA´s in Education and graphic designers , who want to accompany the teachers and help them in their daily work

by providing them with photocopiable activities, games, suggestions, tips, ideas, songs, comics, flashcards...


We know the importance of teaching English as a second language

We believe that variety is the key to motivate students in their learning process

We think:

motivation has a strong effect on a student's success or failure.

variety means involving students in a number of different types of activity  and materials.

children learn by doing, playing, interacting and exploring.

teachers need to make their groups interesting.


Visit our website : http://

You’ll find lots of Sections !!! :


Events : information about seminars, workshops, courses and presentations

Interviews and Opinions :  - articles written by different well-known ELT professionals

Photocopiable Materials : - exercises, calendars, cards and pictures, hand-made activities, games and strip-cartoons

Kids : games and funny activities

Wallpapers : wonderful pictures !!!

Forum: - a platform for discussion, debate and action on the key issues of ELT

Classified Ads : - offer and ask for professional services free of charge

Links : - Book publishers and stores/ ELT Resources / Professional Support / Institutes

Suggested Materials

Grammar Corner : - activities designed to focus on the use of particular items of grammar

Completely free !!!!!!! You don’t have to pay for anything !!!

www.welcometoenglishandfun :  The website everybody is talking about !!!






Our dear SHARER  Laura Rostan sent us this incredible sample of the most incredible English you might hear from Room Service at a hotel somewhere in Asia. 





It's amazing, you will understand the word on the second line by the end of the conversation....Read aloud for best results (and some semblance of comprehension).


Room Service (RS): Morny. Ruin sorbees.

Guest (G): Sorry, I thought I dialled room-service.

RS: Rye...Ruin sorbees... morny! Djewish to odor sunteen?

G: Uh...yes... I'd like some bacon and eggs.

RS: Ow July den?

G: What?

RS: Ow July den?...Pry, boy, pooch?

G: Oh, the eggs! How do I like them? Sorry, scrambled, please.

RS: Ow July dee baychem... crease?

G: Crisp will be fine.

RS: Hokay. An San tos?

G: What?

RS: San tos. July San tos?

G: I don't think so.

RS: No? Judo one toes?

G: I feel really bad about this, but I don´t know what judo one toes means.

RS: Toes! Toes!...Why djew Don Juan toes? Ow bowsinglish mopping we bother?

G: English muffin! I've got it! You were saying Toast. Fine, yes, an English

muffin will be fine.

RS: We bother?

G: No ...just put the bother on the side.

RS: Wad?

G: I mean butter, just put it on the side.

RS: Copy?

G: Sorry?

RS: Copy...tea...mill?

G: Yes. Coffee please, and that´s all.

RS: One Minnie. Ass ruin torino fee, strangle ache, crease baychem, tossy

singlish mopping we bother honey sigh, and copy...rye?

G: Whatever you say

RS: Tendjewberrymud

G: You're welcome.





Our dear SHARER Diana Waigandt writes to us with an invitation for all the SHARERS in Litoral.


The "Asociación Argentina de Cultura Inglesa" in Paraná and "Stapley Educational Services" invite you and your colleagues to two talks by Pierre Stapley, which will be given on: Saturday 28th September 2002 in Paraná, Province of Entre Ríos.


Saturday 28th September 2002


08:30 - 10:00 "Everyday Expressions with a Sprinkle of Idioms"

10:30 - 12:00 "Cockney Influence on the English Language Today"

15:30 - 19:00 "Life In The UK"


Venue: Asociación Argentina de Cultura Inglesa - Alem 140 - Paraná, Entre Ríos


Registration: Asociación Argentina de Cultura Inglesa, Alem 140, Paraná.-                            Tel: (0343) 4316384

Fee: Teachers: $10 - Students: $5






Our dear SHARERS from Círculo de Traductores Públicos de Zona Norte announce:


"Taller de traducción inversa (castellano / inglés) sobre derecho civil y comercial (sustantivo y procesal)" 

Dr.Ricardo Chiesa, T.P. y abogado. Ex profesor titular de Traducción IV (UBA). Director del Programa Especial de Inglés Jurídico para abogados (Universidad Austral)




Aspectos de Derecho Sustantivo:

Pesificación de deudas

Emergencia económica

Caso fortuito, hechos del príncipe y teoría de la imprevisión

Mora, intereses y anatocismo

Cláusula penal

Efecto retroactivo de las leyes


Aspectos de Derecho Procesal:

Recurso de apelación

Expresión de agravios

Estructura y ritualismos de una sentencia de cámara


Modalidad de Trabajo


Se trabajará sobre el texto de una sentencia reciente de Cámara, que será enviado a todos los inscriptos con anterioridad al inicio del curso para que puedan leer la resolución, familiarizarse con su estructura y contenido, y traer preparada una primera versión de las porciones que se indicarán oportunamente. Los envíos se realizarán vía e-mail.


Se señalarán párrafos completos para su traducción al inglés. Se estima que se traducirán al inglés aproximadamente 2.500 palabras. No obstante, se entregará el texto completo de la sentencia (aproximadamente 6.600 palabras) para una adecuada comprensión del contenido y un correcto trabajo de traducción en contexto.


Se traducirán también diversas unidades de sentido especialmente seleccionadas y subrayadas o coloreadas en el texto.


Se proveerá tanto el marco teórico indispensable como la terminología apropiada, en castellano e inglés, para explicitar los conceptos discutidos en la sentencia.


Fechas: 29 de septiembre, 5  y 19 de octubre - Horario: 10:00 a 13:00

Arancel: no asociados: $75;  asociados: $60


Informes e Inscripción: Martes y Viernes de 10 a 12 en la sede San Isidro 4732-0303 int. 22. Otros horarios: 4735-0772 Inscripción en Capital: Santa Fe 882 6to. "E" Te.: 4314-4964 (9 a 17).  Consultas:  





Today we will say goodbye with a message that our dear SHARER Pablo Fornaro has sent us . It was written by (and reflects all the immense wisdom of) Helen Keller.


On People and Life


It is beyond a doubt that everyone should have time for some special delight, if only five minutes each day to seek out a lovely flower or cloud or a star, or hear a verse or brighten another dull task. What is the use of such terrible diligence as many tire themselves out with, if their always postpone their exchange of smiles with Beauty and Joy to cling to irksome duties and relations?


Anyone who, out of the goodness of his heart, speaks a helpful word, gives a cheering smile, or smoothes over a rough place in another's path knows that the delight he feels is so intimate a part of himself that he lives by it.




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.