An Electronic Magazine by Omar Villarreal and Marina Kirac ©


Year 4                    Number 90               December 7th 2002


           4400 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





Another Saturday. I´m in two minds today. Shall I give you a little bit more of the old “Little

House on the Prairie” stuff as my dear friend José Luís Garcia from Catamarca used to call it or not?  Funny ( I should not be surprised about these things by now but…) how people might misunderstand (and find twisted aims for) the most harmless comments. A colleague wrote to us midweek to say he simply found our introductions “revolting”. He said he liked the rest of the magazine but found the introduction did not serve any academic purpose ( ! ) . He went on to elaborate that it was mere publicity. Maybe he thinks I´m trying to sell myself as the ideal husband, my wife as the ideal wife and my boys as the ideal sons! Might I ask: what for?

Are we an ideal family? Don´t we ever have any problems? The answers are: no, we are not and yes, we do. Do you want to hear about them? We find it VERY hard to make ends meet, we work loooooong hours, we were robbed of our car at gunpoint just outside our house a month ago, we do not collect until 11th and sometimes 15th every month, some people hate us, some people do not but will talk behind our backs, friends die, leave our country or desert us, … It would be an endless and USELESS list and not much different from what happens to everybody else in this blessed country. Neither are our Saturday pizzas, my toast or toasts or our children at the disco but at least they are more rewarding and invigorating (the pizzas, I mean).

Not very academic? So what? We never wanted to belong (nor do we have any right to dream about it) to the Argentine ELT intelligentsia. We do not want to sell my soul (or our family, for that matter) to earn a reputation among the “very few chosen ones”. Not very academic? Who cares? We prefer to be labelled not very academic rather than not very happy ( and believe us, we are VERY happy).

Sorry, we must leave you now: our Saturday evening pizzas are waiting for us.



Omar and Marina







1.-     Learning Strategies – Second Round.

2.-     In Simple Pronouns.   

3.-     Websites Recommended.   

4.-     5th Southern Cone Regional TESOL Convention in Montevideo

5.-     Convenio entre la UB y el Gobierno de la Ciudad de Bs. As.

6.-     Santillana Workshops Announced. 

7.-     CEPA 2003: Cursos Gratuitos de Verano.        

8.-     Crocodile Tears.

9.-     Intelligence Testing.

10.-    IV Congreso Latinoamericano de Traducción e Interpretación.








Our dear SHARER Dr. Jill Robbins sends her reaction to Professor Douglas Town´s article on Learning Strategies that we published in our last issue.



Dear Omar & the Share Community:


I was pleased to read Douglas Town's excellent review of Learning Strategies in this week's Share Magazine. I realize that Town's focus is on the theoretical basis of learning strategies in language teaching and learning. He covered the field up to the early nineties well. However, I would like to update the bibliography with the later research work of Anna Uhl Chamot and Andrew Cohen and add some practical teacher-oriented approaches to learning strategies instruction. The theoretical discussion is fascinating but those "in the trenches" need to also know how to apply this knowledge.

In the United States, there are nine US federally-funded language resource centers. Two of them, the University of Minnesota Center for Advanced Research on Language Acquisition and the National Capital Language Resource Center have done extensive research on the use of learning strategies by language learners and on effective ways of teaching language learning strategies. Andrew Cohen directs the University of Minnesota center and has extended the taxonomy (Cohen 1998) to distinguish between language learning and language use strategies.

Anna Uhl Chamot has led research on the strategies used by children in immersion classrooms at the National Capital Language Resource Center in Washington, D.C. (Chamot et al, 2002) and is preparing a guide with a wealth of information on the results of that research. Many useful teacher resources can be found through their web site: .

While working with the team at the NCLRC, I helped to write a book which shows how to teach learning strategies and provides detailed lesson plans for encouraging the practice of strategies for various language skills. (Chamot et al 1999)


More detail is available on these approaches in this article:


Links to other learning strategies resources are on my main page:


(a summary of my Ph.D. dissertation appeared in Issue 72 of SHARE July 7, 2002.)



Chamot, A. U., & J.M. O'Malley (1994). The CALLA Handbook. White Plains, NY: Longman.


Chamot, A. U., S. Barnhardt, P.B. El-Dinary, J. Robbins (1999). The Learning Strategies Handbook. White Plains, NY: Longman.


Chamot, A. U. & K. Anstrom, J. Delett, V. Karwan, A. Bartoshesky, C. Keatley (2002). The Elementary Immersion Learning Strategies Resource Guide. National Capital Language Resource Center, Washington, DC: National Capital Language Resource Center. (see


Cohen, A. (1998). Strategies in Learning and Using a Second Language. New York: Addison Wesley Longman.









Our dear SHARER Carlos Germinario from La Pampa sends us this article from The New York Times.



The New York Times - December 5, 2002


In Simple Pronouns, Clues to Shifting Latino Identity


By Janny Scott



New York City has long been a laboratory for the study of language, a petri dish in which dialects mingle and collide, where linguists have lurked incognito in department stores, luring unwitting natives into blurting out revealing phrases like, say, "Fourth Floor."

For many years, scholarly interest in New York language focused on indigenous varieties of English, the most notorious being Noo Yawkese. But as the city's demographics have shifted, scholars have turned their attention to such things as Spanglish and the nature of New York Spanish.

Now a team of linguists is studying the consequences of the collision of Spanish dialects in New York, looking not only at how that contact is affecting the Spanish spoken but also at what the outcome might suggest about the evolution of Latino identity in the city and beyond.

If they find dialects converging, they say, it may signal the rise of a New York Spanish and perhaps signify an eventual convergence of identities too. If they find the dialects unchanged, it might imply that the contact between different groups is fueling an urge to remain distinct.

"The question is what does this say about the unity of Latinos in the next generation?" said Ana Celia Zentella, a professor of ethnic studies at the University of California at San Diego and one of the researchers in the New York study. "And what do these language accommodations mean for the future of Spanish in New York in particular and in the United States in general?

"When you think that the United States is the fifth largest Spanish-speaking nation in the world and New York has more Spanish speakers than 13 Latin American capitals, you begin to appreciate the dimensions of the linguistic and cultural hybridity that's taking place."

Oddly enough, what the researchers are studying is a linguistic feature that may look insignificant at first glance: the use or nonuse of subject pronouns. But it is one of those tiny details in science, like the finch's beak in the study of evolution, that occasionally illuminate something profound.

The use of subject pronouns in Spanish has long been of interest to linguists. (There is an entire book on so-called subject expression among Spanish speakers in Madrid.) In English, the subject of a sentence is always expressed; in Spanish it can be, and often is, left out.

For example, where an English speaker would say "We sing," a Spanish speaker could say either "Nosotros cantamos" or simply "Cantamos." Linguists say Spanish speakers from the Caribbean tend to use a lot of pronouns; people from Central and South American countries use them less.

"What makes New York City interesting, and why we grabbed this issue, is that New York contains people from areas that differ with respect to this feature," said Ricardo Otheguy, a professor of linguistics at the Graduate Center of the City University of New York and a researcher on the project.

"It's interesting to compare Puerto Ricans, Dominicans and Cubans with the Mexicans, who use few pronouns," he said. "And communities are different in their exposure to English. The Mexican community in New York is new; the Puerto Rican community is well settled."

The language of New Yorkers has often attracted attention. In a seminal piece of field work back in 1962, the sociolinguist William Labov stationed himself in department stores, asking directions, and elucidated the class differences in the way New Yorkers pronounce that inimitable after-a-vowel R. (The clerks serving the more affluent shoppers in upscale Saks said "fawth flaw" far less frequently than their peers at a discount store.)

But the city has changed. Latinos are more numerous and more diverse. They make up 27 percent of the city's population. And while nearly three-quarters of New York Latinos in 1990 came from Puerto Rico, the Dominican Republic and Cuba, that group's share has dropped to 57 percent.

Meanwhile, the number of Mexicans in New York City tripled during the 1990's to nearly 187,000, according to the 2000 census. The number of Ecuadoreans rose by nearly 30 percent, to 101,000. Other large groups include Colombians, Peruvians and Central Americans.

"Language is a window into people's views of themselves vis-a-vis the dominant group and vis-a-vis the other groups that they're often lumped with," said Professor Zentella, who, with a Puerto Rican mother and a Mexican father, grew up knowing that words like frijoles and habichuelas expressed more than beans.

"People will often use their particular regional variety of Spanish as a flag, emblematic of their national origin," she said. "But there are other times in which they refer to Spanish as the unifier of a much larger, disparate group of people across different class and ethnic and national backgrounds."

Professor Zentella describes herself as "an anthropolitical linguist" who studies what happens when people from different groups converge. Among other things, she has studied Spanglish, which she sees as "a way of making a graphic statement about having a foot in both cultural worlds."

She has also studied forms of pronunciation that are stigmatized, assumed by others to be lower class and therefore incorrect. "Some things get tagged as markers that then carry a lot of social weight," she said. "That's how groupness is conveyed through language."

Professor Otheguy has spent years studying the influence of English on New York Spanish, exploring the significance of English phrases that end up being translated word for word into Spanish, and of so-called loan words that are borrowed from English to express ideas that may not be expressed in Spanish.

For example, he said, early Spanish-speaking settlers in New York were mostly from the Caribbean, so they took "the winter vocabulary of English," creating words for things like steam, coat and boiler - words that are spoken rather than written but that resemble their English counterparts.

"Many times the loan takes place even though there is a word that's usable and perfectly accessible to the people who borrow the English word," he said. "So it isn't simply a matter of filling a gap because the gap ain't there. The person knows a Spanish word and uses both of them."

So far, Professors Otheguy and Zentella and graduate students working on the pronoun study have interviewed some 120 Spanish-speaking New Yorkers, including 20 each who were born in Puerto Rico, Cuba, the Dominican Republic, Mexico, Ecuador and Colombia, or whose parents were born there.

Each group of 20 includes a range of people from different social classes, degrees of education and exposure to English. Some have had a lot of contact with others from their place of birth; some have had relatively little. They have lived in New York for varying lengths of time.

None were told the precise nature of the research, just that it entailed documenting the experiences of Latino immigrants in New York. They were asked about their background, their childhood, their experiences - anything to get them to relax and keep talking.

Every interview was then transcribed, with every verb that could have had a pronoun highlighted in boldface. Each verb has been coded as to whether a pronoun was used and each interview is being analyzed to identify what factors predict pronoun use and how they differ between groups.

Findings are expected next year.

If linguistic behavior is an indication of identity, a merging of dialects might suggest a merging of identities, Professor Otheguy said. It could suggest that Latinos in New York are thinking of themselves less as members of national groups than they did in the past and more as members of a broader community.

But people also use language to distinguish themselves from others.

"So the possibility may be that the contact with other Hispanics does not create a sense of Hispanic fraternity but just the opposite," he said. "It creates a sense of wanting to be not mistaken for Mexican or Cuban. `I want to be Ecuadorean.' So that's the alternative."


© Copyright The New York Times Company





Phrasal Verbs


One of the best references on Phrasal Verbs is the Oxford Dictionary of Current Idiomatic English . You can also use the FREE online version of  Cambridge International Dictionary of
Phrasal Verbs . The link is

Khalfan Alharrasi -
Head of Assessment and Evaluation Section
English Language Curriculum Department (Oman)

Free online Dictionaries


Free online dictionaries? I suggest you take a look at the article GENERAL AND SPECIALISED FREE ONLINE DICTIONARIES by Mari Carmen Campoy Cubillo published in Teaching English with Technology,vol. 2, no. 3. The review can be found at

Jarek Krajka
Editor, "Teaching English with Technology"
Maria Curie-Sklodowska University, Lublin, Poland <

Music in the Classroom

I did a web search and came up with "The ESL Song Directory"  at the following URL:


Birgit Ferran -

Escola Oficial d'Idiomes - Barcelona, Spain

Poetry for Secondary School Students


The Library of Congress has a nice little web site called "Poetry 180: a poem a day for American  high schools".  You can see a collection of all 180, and browse according to title.  They are primarily very contemporary, and some are less-culture bound than others.


Maria Spelleri -

Manatee Community College, Florida







Our dear SHARER Alicia Diaz from URUTESOL sends us this tempting invitation  


Dear Omar,


Please find attached info on the FIFTH SOUTHERN CONE REGIONAL TESOL CONVENTION to be held in Montevideo from August 23 to 25, 2003.

Hope you can help us spread the word! The first one, Montevideo 1995, was attended by 800 participants, scores of publishers and international speakers. Would love to have a large group of attendants from Argentina!


All the best,

Alicia Diaz - Recording Secretary





The Board of URUTESOL is pleased to announce the TESOL SOUTHERN CONE REGIONAL CONVENTION to be held in Montevideo on the 23rd ,24th and 25th of August, 2003


Proposals are invited for papers(1 hour), poster sessions, workshops (1 1/2 hours) and colloquia (1 3/4 hours) in topics related to the development of the teaching of English as a foreign language. Deadline for the presentation of proposals: December 30th , 2002



Proposals should include the following:

The Proposal Submission form including all the information requested in it.

A 400-word description of their presentation to be assessed by the URUTESOL Presentations Committee.

A 50-word biographical statement to be included in the program book.

A 50-word description of the presentation to be included in the program book.

One copy of the handouts to be used.


NB: Use Word 97 or earlier for all your electronic submissions. Set the page to A4 size and use Times New Roman 10 or 12.

Electronic address for submission of materials:

Or you can mail your package to: URUTESOL C.C. 16056 Montevideo, Uruguay


All presenters will be asked to register for the convention. - The organization of the convention will provide overhead projectors. Any other equipment will be on the presenter.


The Proposal Form can be found in our Website: in the NEWSBOARD section






La Universidad de Belgrano ha firmado un convenio con el Gobierno de la Ciudad de Buenos Aires; el mismo establece la articulación del Traductorado Público, Literario y Técnico-Científico de esta universidad con el Traductorado Literario y Técnico-Científico de Inglés que se dicta en Instituciones de Educación Superior del GCBA.


Gracias a dicho convenio, los traductores literarios egresados del IESLV "J.R.Fernandez" y del IESLV “John F. Kennedy" podrán recibirse de traductores públicos, luego de cursar en la Universidad de Belgrano, durante un año, las materias jurídicas, obteniendo de esta manera la especialidad de Traductor Jurídico, pudiendo luego colegiarse y ejercer su profesión.


El objetivo de dicho acuerdo consiste en jerarquizar el título terciario obtenido por dichos egresados, permitiéndoles seguir estudios de posgrado.

Por otra parte, la carrera de traductorado de la Universidad de Belgrano ha decidido modificar su plan de estudios a partir del 2003. Este cambio innovador en la Argentina consiste en incluir una segunda lengua extranjera: el Francés. Esto permitirá a los nuevos egresados ampliar su campo laboral, ya que no solo estarán capacitados para traducir del Inglés, sino también del Francés.





Our dear SHARERS from Richmond Publishing write to us to announce the following workshops to be conducted by our dear SHARER Pierre Stapley from Winchester, UK.



Monday 9th December 2002 - Rafaela, Santa Fe

Talk: "Language Used By Children and Teens" followed by a book presentation


Venue: Escuela de la Plaza, Hipolito Irigoyen 1502, Rafaela - Time: 6:30 9m

Registration: Grupo Santillana- Rosario: (0341) 4249762


Friday 13th December 2002 - Cordoba


Talk: "Language Used By Children and Teens" followed by a presentation of Okey Dokey (2nd Cycle)


Venue: El Ateneo, Gral Paz 156, Córdoba -  Time: 10:30 am



Talk: "A Pot-Pourri of Language" followed by a presentation of Your Choice Next (CBU-Polimodal)


Venue: El Ateneo, Gral Paz 156, Córdoba - Time: 6:30 pm

Registration for one or both workshops: Grupo Santillana- Córdoba: (0351) 4214769







CePA, Centro de Pedagogías de Anticipación del Gobierno de La Ciudad de Buenos Aires anuncia sus cursos intensivos para el Verano 2003 para todos los docentes del país


Subnúcleo Lenguas Extranjeras


Curso 54 - Para Ed. Primaria

Ideas prácticas para promover un aprendizaje efectivo

Docentes: María Gandini - Vanina Welman

Sede 7 – Caballito - Rivadavia 4817 - Tel. 4902-1063

17 al 21 de febrero 8.30 a 13 hs.


Ante las nuevas propuestas y tendencias, es importante reorganizar las distintas actividades del aula siguiendo una secuencia lógica, para promover un aprendizaje efectivo que tenga en cuenta la realidad del aula. Para profesores de inglés graduados y no graduados.


Curso 55- Para Ed. Media

El idioma inglés en acción

Docente: Susana Domínguez

Sede 7 – Caballito - Rivadavia 4817 - Tel. 4902-1063

10 al 14 de febrero 8.30 a 13 hs.


Durante el curso se ampliará y profundizará el conocimiento de la lengua inglesa en situaciones que se presentan en el aula, en diferentes instituciones y en la interacción social. Esto se logrará integrando las cuatro competencias de comprensión escrita y oral, en relación con el rol del docente de inglés en la escuela media.


Inscripción: Sede CePA - Santa Fe 4360 4° piso - Tels. 4772-4028/ 4039,int.114 y 117.

Diciembre de 2002: del 3 al 27.



Reserve su vacante por correo electrónico enviando un mensaje a, consignando datos personales y datos del curso que se desea realizar. La vacante se confirma con un mensaje al remitente que demora aproximadamente 48 horas. El pedido de reserva también puede realizarse desde la página web del CePA,  






Our dear SHARER Viviana Rodriguez from Tandil, Provincia de Buenos Aires sends us this amusing article about the myth (?) of crocodile tears.   



To weep crocodile tears is to pretend a sorrow that one doesn't in fact feel, to create a hypocritical show of emotion. The idea comes from the ancient belief that crocodiles weep while luring or devouring their prey.


This story seems to have been taken up by medieval French and English writers and that's where we get it from. For example, in 1565 Sir John Hawkins wrote: "In this river we saw many Crocodils .. His nature is ever when he would have his prey, to cry and sob like a Christian body, to provoke them to come to him, and then he snatcheth at them".


The first example known in English seems to be in a travel book of about 1400, "The Voyage and Travail of Sir John Mandeville" (I've modernised the spelling a lot): "In many places of Inde are many crocodiles - that is, a manner of long serpent. These serpents slay men and they eat them weeping". One version of the story says that the beast weeps over the head after having eaten the body, not from repentance but from frustrated gluttony: the head is simply too bony to be worth consuming.


The story was taken up by Edmund Spenser in "The Fairie Queen" and then by Shakespeare. Having such authorities on its side made it almost inevitable that the reference would stay in the language. For example, in the story of how the elephant got his trunk in the "Just So Stories", by Rudyard Kipling: "'Come hither, Little One,' said the Crocodile, 'for I am the Crocodile,' and he wept crocodile-tears to show it was quite true".


My naturalist friends tell me that crocodiles can't cry, because they have no tear ducts - they would be useless in an animal that spends so much time in the water. The eyes can produce secretions to moisten the lids if the animal is out of the water for a while, but these are hardly tears. They might have given rise to the idea, though.


World Wide Words, Issue 317,  Saturday 23 November 2002


World Wide Words is copyright (c) Michael Quinion 2002.  All rights reserved. The Words Web site is at .






Our founding SHARER and fairy godmother Elida Messina sends us this slapstick report:


The following questions and answers were collated from SAT tests given recently to 16-year-old students.



Q: Name the four seasons.

A: Salt, pepper, mustard, and vinegar.


Q: Explain one of the processes by which water can be made safe to drink.

A: Flirtation makes water safe to drink because it removes large pollutants like grit, sand, dead sheep, and canoeists.


Q: How is dew formed?

A: The sun shines down on the leaves and makes them perspire.


Q: What is a planet?

A: A body of earth surrounded by sky.


Q: What causes the tides in the oceans?

A: The tides are a fight between the Earth and the Moon. All water tends to flow towards the moon because there is no water on the moon and nature abhors a vacuum. I forget where the sun joins in this fight.


Q: What are steroids?

A: Things for keeping carpets still on the stairs.


Q: What happens to your body as you age?

A: When you get old, so do your bowels and you get intercontinental.


Q: What happens to a boy when he reaches puberty?

A: He says goodbye to his boyhood and looks forward to his adultery.


Q: Name a major disease associated with cigarettes.

A: Premature death.


Q: How can you delay milk turning sour?

A: Keep it in the cow.


Q: How are the main parts of the body categorized (e.g. abdomen)?

A: The body is consisted into three parts-the brainium, the borax, and the abdominal cavity. The branium contains the brain, the borax contains the heart and lungs, and the abdominal cavity contains the five bowels A, E, I, O, and U.


Q: What is the fibula?

A: A small lie.


Q: What does "varicose" mean?

A: Nearby.


Q: What is the most common form of birth control?

A: Most people prevent contraception by wearing a condominium.


Q: Give the meaning of the term "Caesarean Section."

A: The Caesarean Section is a district in Rome.


Q: What is a seizure?

A: A Roman emperor.


Q: What is a terminal illness?

A: When you are sick at the airport


Q: Give an example of a fungus. What is a characteristic feature?

A: Mushrooms. They always grow in damp places and so they look like



Q: What does the word "benign" mean?

A: Benign is what you will be after you be eight.


Q: What is a hindu?

A: It lays eggs


Q: What is a turbine?

A: Something an Arab wears on his head.








Our dear SHARER Alejandra Cacciabue de Pingitore from Colegio de Traductores Públicos de Catamarca sends us this announcement:


El Colegio de Traductores Públicos de la Ciudad de Buenos Aires celebra su 30° aniversario y organiza el IV CONGRESO LATINOAMERICANO DE TRADUCCIÓN E INTERPRETACIÓN. A continuación encontrarán información referida al evento, en especial en la página web del Colegio .


El plazo para la presentación de los resúmenes de las ponencias ha sido prorrogado hasta el 12 de diciembre. Además alientan la participación de estudiantes de traductorado de todo el país y países vecinos mediante descuentos en los valores de inscripción. Por este tema, pueden averiguar más detalles por mail o telefónicamente.


Un saludo cordial


Alejandra Cacciabue de Pingitore - Colegio de Traductores Públicos de Catamarca

Tel: (54 3833) 442484 – 424182 - Fax: (54 3833) 442264

E-mail institucional:


Colegio de Traductores Públicos de la Ciudad de Buenos Aires 

Av. Callao 289, 4to. piso - C1022AAC Buenos Aires - Argentina

Tel. (54 11) 4372-7961 - 4371-8616 - Fax. (54 11) 4372-2961 -




Today we will say goodbye with a message that our dear SHARER Luciane Krauser sent us from Brazil and we want to dedicate it very especially to our friend Susan Cantera from La Plata and SHARE it with all of you.  



"I wish for you..."


Comfort on difficult days,

Smiles when sadness intrudes,

Rainbows to follow the clouds,

Laughter to kiss your lips,

Sunsets to warm your heart

Gentle hugs when spirits sag,

Friendships to brighten your being,

Beauty for your eyes to see,

Confidence for when you doubt,

Faith so that you can believe,

Courage to know yourself,

Patience to accept the truth,

And love to complete your life.

God Bless you!


I asked the Lord to bless you

As I prayed for you today

To guide you and protect you

As you go along your way....

So , when the road you're travelling on

Seems difficult at best

Give your problems to the Lord

And God will do the rest.




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.