An Electronic Magazine by Omar Villarreal and Marina Kirac (c)
Year 3                                             Number 53                                          April 29th 2001
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.
Share 53? Well yes. You are right : there was never a SHARE 51. After our Anniversary edition
(SHARE 50) we sent you our EASTER SHARE which ought to have been SHARE 51 but for some strange reason was numbered 52. So this, which should in fact be SHARE 52, we decided to number 53 so as no to bring more confusion to an already very confusing situation.  Of course, what really matters
is that we are together again. 
We wanted to start this issue with a message we are very proud of :

Dearest Omar and Marina,

I wish you lots of happiness for these 50 issues you've done with such an effort: writing, cutting and copying and so on, and as you say, "stealing" time from some other things, like your family. 50 is a number that sounds to maturity to me, but it also means being "en lo mejor de la vida", with quite a lot of experience and a great deal of strength and youth to do things. Thanks a lot for all you do, I share this material with other teachers,  both in English and in Spanish, and I also send a lot of the stories to my son Federico who is a priest and is studying in Rome for the time being, but is a missionary in Russia. He likes them all and at the same time he shares them with some American priests who are his classmates at the Papal Institute "Giovanne Paolo II". As you see, parts of your SHARES go all over the world.

I have you both and your sons in my prayers,

With love,

Maria del Carmen Anzulovich - e-mail:  

Now you can easily understand why we are so proud. Thank you, Maria del Carmen for your warm words and your prayers ( we all need them) . Thank you all SHARERS for being there. 

1.-    Good News from Urutesol.
2.-   Lady Windermere´s Fan.
3.-   Brainteaser.
4.-   Bernieh´s Corner: On Constructivism. 
5.-   July in Montevideo.
6.-   Trinity Tour of Argentina. 
7.-   Metathetic Forms of Former Words.
8.-   Argentina TESOL : Reaching out for Knowledge.
9.-   New Technologies in ELT: A Must.
10.-  A Very Simple Poem.
11.-   Ingreso a la Docencia 2002.
12.-  ARTESOL Call for Nominations.
13.-  Web site recommended.
14.-  Shirley Valentine.
15.-  Our Heavenly Master in EGB.
16.-  Cultural Activities at ICANA
17.-  An Invitation from Oscar Wilde School.
18.-  News from Acuarell.
19.-  Celebrating Animal´s Day.
20.- Holistic Teaching and Holistic Health.
Our dear SHARER Solange Espina de Annuitti. President of Urutesol writes to us:
Dear Omar,
Thank you very much for Share, which we regularly receive and which provides such  powerful and effective networking among EFL professionals. 
I am sending you news from Uruguay, more specifically from Urutesol, which is launching and announcing its year calendar.
We are holding three conventions this year ; Minas, Salto and Colonia del Sacramento will be hosting the events. The conventions will not have any specific theme/s and they will all bear the same motto: Voyage through Regions of Discovery
The following are the dates and venues:
May 18-19  Second Urutesol Regional Convention  Minas (Instituto de Formacion Docente)
August 18-19 Third Urutesol Regional Convention  Salto (Centro Regional de Profesores)
October 12-13  Fourth Urutesol Regional Convention  Colonia del Sacramento  (Centro Regional de Profesores)
Those colleagues interested in submitting papers and/or getting more information, should contact Urutesol' s Presentations Committee or
We will be sending in due course, more details about presenters, prices (for participants and exhibitors), accommodation and other relevant issues.
Best regards from everyone here at Urutesol.
Solange Espina de Annuitti
President of Urutesol
Urutesol Headquarters: Convencion 1419  Telelefax: 598 2 900 83 07 -  (11100) Montevideo-Uruguay
Our dear friend and SHARER, Celia Zubiri writes to us to announce that next Tuesday 8th of May  at 8:00 p.m. will be the opening night of "Lady Windermere´s Fan" staged by The Buenos Aires Players. Here are the details:
"Lady Windermere´s Fan" by Oscar Wilde.
Adapted and directed by Celia Zubiri
Performanes every Tuesday at 8:00 p.m. during May and June
at  Teatro Regina -Av. Santa Fé 1235
Cast : Lady Windermere        Alejandra Alliende
         Lord Windermere         Fernando Armesto
         Mrs Erlynne                 Maite Nuñez
         Lord Darlington            Sebastián Bottazzini
         Lord Augustus              Willy Ruano
         Duchess of Berwick      María Ana Luchetti   
Reservations: (011) 4812-5307 / 4814-5355 - e-mail :
Special discounts for groups of ten people or more. Free workpack.


Our dear and creative SHARER, Elisabet Guber from Comahue sends us this brainteaser:

Dear Omar and family,

I'm sending this brainteaser for you and your sharers (of course!). The answers? I will be posting them next week.

1. There is one word in the English language that is always pronounced incorrectly. What is it?

2. A man gave one son 10 cents and another son was given 15 cents. What time is it?

3. A boat has a ladder that has six rungs, each rung is one foot apart. The bottom rung is one foot from the water. The tide rises at 12 inches every 15 minutes. High tide peaks in one hour. When the tide is at it's highest, how many rungs are under water?

4. There is a house with four walls. Each wall faces south. There is a window in each wall. A bear walks by one of the windows. What colour is the bear?

5. Is half of two plus two equal to two or three?

6. There is a room. The shutters are blowing in. There is broken glass on the floor. There is water on the floor. You find Sloppy dead on the floor. Who is Sloppy? How did Sloppy die?

7. How much dirt would be in a hole 6 feet deep and 6 feet wide that has been dug with a square edged shovel?

8. If I were in Hawaii and dropped a bowling ball in a bucket of water which is 45 degrees F, and dropped another ball of the same weight, mass,and size in a bucket at 30 degrees F, both of them at the same time, which ball would hit the bottom of the bucket first? Same question, but the location is in Canada?

9. What is the significance of the following: The year is 1978, thirty-four minutes past noon on May 6th.

10. What can go up a chimney down, but can't go down a chimney up? (hint... chim chimminy)

11. If a farmer has 5 haystacks in one field and 4 haystacks in the other field, how many haystacks would he have if he combined them all in the centre field?

12. What is it that goes up and goes down but does not move?

I will be eagerly waiting for your answers and as you say, in the meantime, as usual: " Have a Wonderful Week".

Elisabet Sandra Guber.

Hello, dear SHARERS!
Please believe me when I say that I derive an extreme pleasure  when I find the kind of material that I anticipate it can be useful to some of you.  This is the case of the past week's issue of the ELT Newsletter <>, which brings a really interesting article on Constructivism by Dimitrios Thanasoulas. In my humble opinion, it constitutes an excellent summary of the main tenets of Constructivism and how they relate to other theories of learning and I hope you enjoy it.
The original article can be read at:
Constructivist Learning
By Dimitrios Thanasoulas
"Only by wrestling with the conditions of the problem at hand, seeking and finding his own solution (not in isolation but in correspondence with the teacher and other pupils) does one learn. "~ John Dewey, How We Think, 1910 ~
As a philosophy of learning, constructivism can be traced to the eighteenth century and the work of the philosopher Giambattista Vico, who maintained that humans can understand only what they have themselves constructed. A great many philosophers and educationalists have worked with these ideas, but the first major contemporaries to develop a clear idea of what constructivism consists in were Jean Piaget and John Dewey, to name but a few. Part of the discussion that ensues grapples with the major
tenets of their philosophies, with a view to shedding light on constructivism and its vital contribution to learning. As a revealing gloss on this issue, it could be said that constructivism takes an interdisciplinary perspective, inasmuch as it draws upon a diversity of psychological, sociological, philosophical, and critical educational theories. In view of this, constructivism is an overarching theory that does not intend to demolish but to reconstruct past and present teaching and learning theories, its concern lying in shedding light on the learner as an important agent in the learning process, rather than in wresting the power from the teacher.
Within the constructivist paradigm, the accent is on the learner rather than the teacher. It is the learner who interacts with his or her environment and thus gains an understanding of its features and
characteristics. The learner constructs his own conceptualisations and finds his own solutions to problems, mastering autonomy and independence.
According to constructivism, learning is the result of individual mental construction, whereby the learner learns by dint of matching new against given information and establishing meaningful connections, rather than by internalising mere factoids to be regurgitated later on. In constructivist
thinking, learning is inescapably affected by the context and the beliefs and attitudes of the learner. Here, learners are given more latitude in becoming effective problem solvers, identifying and evaluating problems, as well as deciphering ways in which to transfer their learning to these problems.
If a student is able to perform in a problem solving situation, a meaningful learning should then occur because he has constructed an interpretation of how things work using preexisting structures. This is the theory behind Constructivism. By creating a personal interpretation of external ideas and experiences, constructivism allows students the ability to understand how ideas can relate to each other and preexisting knowledge (Janet Drapikowski, personal communication).
The constructivist classroom presents the learner with opportunities for "autopoietic" learning (here, I deploy the meaning of Francisco Varela's term in a context different to the original one) with a
view to helping learners to build on prior knowledge and understand how to construct new knowledge from authentic experience - certainly a view in keeping with Rogers' experiential learning (Rogers, 1969, 1994). C. Rogers, one of the exponents of experiential learning - the tenets of which are
inextricably related to, and congruent with, those of constructivism - made the distinction between cognitive learning, which he deemed meretricious, and experiential learning, which he considered significant. For him, the qualities of experiential learning include:
personal involvement;
evaluation by learner; and
pervasive effects on learner
Rogers' humanistic approach to learning is also conducive to personal change and growth, and can facilitate learning, provided that the student participates completely in the learning process and has control over its nature and direction; it is primarily based upon direct confrontation with practical, social, personal or research problems; and, self-evaluation is the principal method of assessing progress or success. (ibid.)
Interestingly, contrasting this approach with the typical behaviourist classroom, where students are merely passive "receptacles" of information from the teacher and the textbook, is rather revealing. We will come to that later on in the study. At this juncture, it is important to briefly discuss the theories of John Dewey, Jean Piaget, and Jerome Bruner that have certainly influenced our stance toward the nature of learning and, concomitantly, teaching. For Dewey, knowledge emerges only from situations in which learners have to draw them out of meaningful experiences (see Democracy and Education, 1916 and Experience and Education, 1938). Further, these situations have to be embedded in a social
context, such as a classroom, where students can take part in manipulating materials and, thus, forming a community of learners who construct their knowledge together. Students cannot learn by means of rote memorisation; they can only learn by "directed living," whereby concrete activities are combined with theory. The obvious implication of Dewey's theory is that students must be engaged in meaningful activities that induce them to apply the concepts they are trying to learn.
Piaget's constructivism is premised on his view of the psychological development of children. Within his theory, the basis of learning is discovery: 'To understand is to discover, or reconstruct by rediscovery, and such conditions must be complied with if in the future individuals are to be formed who are capable of production and creativity and not simply repetition" (Piaget, 1973). According to Piaget, children go
through stages in which they accept ideas they may later discard as wrong.
Understanding, therefore, is built up step by step through active participation and involvement. However, applying Piaget's theory is not so straightforward a task as it may sound. (see
According to Bruner, learning is a social process, whereby students construct new concepts based on current knowledge. The student selects information, constructs hypotheses, and makes decisions, with the aim of integrating new experiences into his existing mental constructs. It is cognitive structures that provide meaning and organization to experiences and allow learners to transcend the boundaries of the information given. For him, learner independence, fostered through encouraging students to discover new principles of their own accord, lies at the heart of effective education. Moreover, curriculum should be organized in a spiral manner so that students can build upon what they have already learned. In short, the principles that permeate Bruner's theory are the following (see Bruner, 1973):
- Instruction must be commensurate with the experiences that make the student willing and able to learn (readiness).
- Instruction must be structured so that it can be easily understood by the student (spiral organization).
- Instruction should be designed to facilitate extrapolation (going beyond the information given).
It could be argued that constructivism emphasizes the importance of the world knowledge, beliefs, and skills an individual brings to bear on learning. Viewing the construction of new knowledge as a combination of prior learning matched against new information, and readiness to learn, this theory opens up new perspectives, leading individuals to informed choices about what to accept and how to fit it into their existing schemata, as well as what to reject. Recapitulating the main principles of constructivism, we could say that it emphasises learning and not teaching, encourages learner autonomy and personal involvement in learning, looks to learners as incumbents of significant roles and as agents exercising will
and purpose, fosters learners' natural curiosity, and also takes account of learners' affect, in terms of their beliefs, attitudes, and motivation.
In addition, within constructivist theory, context is accorded significance, as it renders situations and events meaningful and relevant, and provides learners with the opportunity to construct new knowledge from authentic experience. After all, "learning is contextual: we do not learn isolated facts and theories in some abstract ethereal land of the mind separate from the rest of our lives: we learn in relationship to what else we know, what we believe, our prejudices and our fears. On reflection, it becomes clear that this point is actually a corollary of the idea that learning is active and social. We cannot divorce our learning from our lives" (Hein, 1991, see : ).
What is more, by providing opportunities for independent thinking, constructivism allows students to take responsibility for their own learning, by framing questions and then analyzing them. Reaching beyond simple factual information, learners are induced to establish connections between ideas and thus to predict, justify, and defend their ideas (adapted from In Search of Understanding: The Case for Constructivist Classrooms by Jacqueline G. Brooks and Martin G. Brooks, Alexandria, VA: Association for Supervision and Curriculum Development, 1993).
Having expatiated upon the main tenets of constructivism, let us now content ourselves with juxtaposing constructivism with other theories, objectivist theories that is, and, more specifically, contiguity theory.
Byrnes (1996) and Arseneau and Rodenburg (1998) contrast objectivist and constructivist approaches to teaching and learning. 
Objectivist View, Constructivist View
Knowledge exists outside of individuals and can be transferred from teachers to students. Knowledge has personal meaning. It is created by individual students.
Students learn what they hear and what they read. If a teacher explains abstract concepts well, students will learn those concepts.
Learners construct their own knowledge by looking for meaning and order; they interpret what they hear, read, and see based on their previous learning and habits. Students who do not have appropriate backgrounds will be unable to accurately "hear" or "see" what is before them.
Learning is successful when students can repeat what was taught.
Learning is successful when students can demonstrate conceptual understanding.
Amongst the din of shifting paradigms, a theory that used to dominate the field but is not well-known is contiguity theory, an exponent of which is E. Guthrie. The classic experimental paradigm for contiguity
theory is cats learning to escape from a puzzle box (Guthrie & Horton, 1946). Guthrie used a glass box which allowed him to photograph the movements of cats. These photographs showed that cats learned to repeat the same movements associated with the preceding escape from the box. In this vein, improvement comes about when irrelevant movements are unlearned or not included in successive associations.
Drawing upon behaviouristic principles, contiguity theory sets out to show that, in order for conditioning to occur, the organism must actively respond; inasmuch as learning involves the conditioning of specific behaviours, instruction boils down to presenting very specific tasks; exposure to variations in stimulus patterns is necessary in order to produce a generalized response; and the last response in a
stimulus-response situation should be correct since it is this one that
Within a positivistic tradition, so to speak, under which come the theories of behaviourism, contiguity theory, and many others, the learner was, and still is, seen as relatively passive, 'simply absorbing
information transmitted by a didactic teacher' (Long, 2000: 6). In the universe created by these paradigms, the powerless learner is "worlds apart" from the omniscient and powerful teacher, whose main concern is to 'deliver a standard curriculum and to evaluate stable underlying differences between children' (ibid.).
Against this background, the cognitive paradigm of constructivism has been instrumental in shifting the locus of responsibility for learning from the teacher to the learner, who is no longer seen as passive or
powerless. The student is viewed as an individual who is active in constructing new knowledge and understanding, while the teacher is seen as a facilitator rather than a "dictator" of learning. Yet, despite its "democratic" nature, many contemporary philosophers and educationalists have tried to demolish or vitiate some of its principles. Such a discussion is outside the remit of this study, of course. We will only briefly mention George Hein (1991, see, who voices some reservations about constructivist learning.
For Hein, constructivism, although it appears radical on an everyday level, 'is a position which has been frequently adopted ever since people began to ponder epistemology' (ibid.). According to him, if we align ourselves with constructivist theory, which means we are willing to follow in the footsteps of Dewey, Piaget and Vygotsky, among others, then we have to run counter to Platonic views of epistemology. We have to recognize that knowledge is not "out there," independent of the knower, but knowledge is what we construct for ourselves as we learn. Besides, we have to concede that learning is not tantamount to understanding the "true" nature of things, nor is it (as Plato suggested) akin to remembering perfect ideas, 'but rather a personal and social construction of meaning out of the
bewildering array of sensations which have no order or structure besides the explanations - which we fabricate for them' (ibid.). 
It goes without saying that learners represent a rich array of different backgrounds and ways of thinking and feeling. If the classroom can become a neutral zone where students can exchange their personal views and critically evaluate those of others, each student can build understanding based on empirical evidence. We have no intention of positing methods and techniques for creating a "constructivist classroom." After all, classrooms are, and should be, amenable and sensitive to a whole lot of approaches to teaching and learning, and a slavish adherence to the letter rather than the spirit of education is bound to prove detrimental. 
It should be borne in mind that the theory of constructivism, with which we have been concerned, is not yet another "educational decree." Like philosophy, constructivism can lead to its own de-construction, in the sense that it forges the very structures and associations that could possibly demolish it. It is a meta-theory, in that it fosters a meta-critical awareness. A constructivist orientation to learning is unique because at its heart lies the individual learner in toto, rather than dimly perceived "apparitions" of her essence. Constructivism is a modern version of human anatomy, in the sense that it is based on, and provides insights into, brain mechanisms, mental structures, and willingness to learn.
- Arseneau, R., & Rodenburg, D. (1998). The Developmental Perspective: Cultivating Ways of Thinking. In D. D. Pratt (Ed.). Five Perspectives on Teaching in Adult and Higher Education. Malabar, FL: Krieger.
- Brooks, G. J. and Brooks, G. M. (1993). In Search of Understanding: The Case for Constructivist Classrooms. Alexandria, VA: Association for Supervision and Curriculum Development.
- Bruner, J. (1973). Going Beyond the Information Given. New York: Norton.
- Byrnes, J. P. (1996). Cognitive Development and Learning in Instructional Contexts. Boston: Allyn and Bacon.
- Dewey, John. (1938). Experience and Education. New York: Macmillan.
- Dewey, John. (1966). Democracy and Education. New York: Free Press.
- Drapikowski, J. personal communication - Francisco Varela, co-author with Humberto D. Maturana of Autopoiesis and Cognition: The Realization of the Living (1980)
- Guthrie, E.R. & Horton, G.P. (1946). Cats in a Puzzle Box. New York: Rinehart. ( ).
- Hein, G. (1991).
- Long, M. (2000). The Psychology of Education. London: RoutledgeFalmer.
- Piaget, Jean. (1973). To Understand is to Invent. New York: Grossman.
- Rogers, C.R. (1969). Freedom to Learn. Columbus, OH: Merrill.
- Rogers, C.R. & Freiberg, H.J. (1994). Freedom to Learn (3rd Ed). Columbus, OH: Merrill/MacMillan
About the author
Dimitrios Thanaloulas
BA in English Literature and Linguistics, Athens University, Athens, Greece
MA  in Applied Linguistics, Sussex University, United Kingdom 
2001-onwards PhD degree in Education and Applied Linguistics,Nottingham University, United Kingdom
Sunday 8th, Monday 9th and Tuesday 10th of July.
Have already put these dates down in your diary?
Remember it´s the Alianza´s 6thy EFL Conference in Montevideo, Uruguay.
The theme of the conference will be Technology and Innovation in EFL  and it will be held at the Alianza downtown.
ELT professionals interested in submitting a presentation should contact Alianza EFL Conference. Presentations Committee:
Our dear friend  Dr. Fernando Fleurquin, Academic Director of Alianza Cultural Uruguay Estados Unidos has promised to send us more information which will be published in our next issue.
Further details can be obtained from ALIANZA Paraguay 1217, Montevideo, Uruguay.
CP: 11100 - Tel.: 5982-9025160 - Fax: 5982-9025165 

We have received this e-mail from Erna Berntz - National Consultant from Trinity, The International Examinations Board, with details of their tour of Argentina to promote their renowned exams::

Trinity 2001 Teacher Training Seminars

Guest Lecturer: Dr. John Brown (UK), MEd, PhD , examiner in Spoken English for Speakers of Other Languages, teacher, teacher trainer and marketing consultant specializing in business training, young learners and achieving success in business.


Lecture (A) Storytelling and the art of the imagination in the English classroom.

John will examine some research carried out regarding the ethopsychological barriers to English. He shall explore some of these findings and link them to the Art of Story telling as a natural means to overcome these barriers in young learners from 5 to 15.

Lecture (B) Examining oral English: Why-When-How (workshop)

This workshop will explore the ways in which we can assess our students' speaking skills in such a way as to provide motivation and a positive learning experience. Different approaches will discussed and their merits and demerits will be considered.

Lecture (C) Guidelines for the new Integrated Skills Examinations-written assessment and  Grading and examination preparation guidance for Trinity ESOL spoken examinations.

In this practical session, teachers will be given advice on grading and preparation of candidates as well as the opportunity to assess students' oral performance according to TRINITY criteria discussed earlier in the workshop.

Dates and Venues:

San Nicolás: 2 May, 18:00 to 20:30, at Esc. Normal Sup. R. Obligado, Plaza 23 de Noviembre. Lectures B-C. Registrations at API (03461) 43- 3797.

Rosario: 3 May, 18:00 to 21:00, at Col. Ntra. Señora del Rosario, Oroño 770.Lectures A-C .              Registrations at (0341) 426- 1276.

Córdoba: 5 May, 9:00 to 15:30, at Colegio San José, Independencia 302. Lectures A-B-C.               Registrations at (0351) 423 -6448.

Resistencia: 8 May, 18:00 to 20:30, at Hotel Covadonga, Guemes 200. Lectures B-C.                        Registrations at Casa de Inglés (03772) 44-3443/43-9071.

Salta: 10 May, 18:00 to 20:30, at ICI Salta, Av. Belgrano 386. LecturesB-C.                                      Registrations at (0387) 431-8868.

Tucumán: 12 May, 9:00 to 15:30 at Colegio Nueva Concepción, Balcarce 655.Lectures A-B-C.             Registrations at (0381) 432-1956,  

Bahia Blanca: 17 May, 18:00 to 20:30 at Librería Agencia Sur, Thompson 250. Lectures B-C.           Registrations at Instituto Oxford, (0291) 451 2916.

Ciudad de Buenos Aires: 19 May, 9:00 to 15:30, at Belgrano Day School Juramento 3035.
Lectures A-B-C.  Registrations at Trinity (011) 4 798-0983, email:
Admission is free but registration is essential because of limited vacancies.  Certificates will be issued.
These seminars have been organized with the support of Longman/Pearson Education.
Our dear SHARER Fernando Lerat from Villa Dolores sends us this interesting article which he says
" I read and copied from the Web" . Thanks Fernando for an article that word-lovers like you will
certainly appreciate:
When you hear someone pronouncing "ask" as "aks" or "pretty" as "purty", do you find yourself looking down your nose? Not so fast! What you're witnessing is the English language busy at work, mutating, evolving, and refurbishing its wordstock, making things easier to pronounce. Known as metathesis, it is the same process that gave us "dirt" (from drit) and "curd" (from crud!). If you ever used the word "flimsy", you did it: the word is the metathesized form of the word "filmsy". It is somewhat like our friend spoonerism, except that here the letters or sounds get transposed within the same word. Many everyday words appear in a form created by such interchange of letters: the word "bird" came from Old English "brid", "third" from "thridda". Going back to "ask," here is an interesting twist. The word "ask" itself came from Old English forms "acsian" and "ascian" that co-existed.
Eventually the former won over and became standard. So what we are seeing here is history repeating itself. A few hundred years and who knows, we may be exhorting, "Aks not what your country can do for you ..." 
Vivian Morghen, ARTESOL Vice president, sends us information about the 15TH ARTESOL Convention
Argentina TESOL (ARTESOL) is pleased to announce the 15th ARTESOL Convention,"Reaching Out for Knowledge" , to be held on June 15 - 16, 2001 at Universidad Empresarial Siglo 21, Córdoba City
(165 Rondeau Street). The ARTESOL Convention is open to all members of the English Language Teaching community.
Argentina TESOL is an affiliate of a worldwide association of Teachers of English to Speakers of Other Languages, TESOL, whose mission is to improve the teaching of English all over the world. TESOL and its 90 affiliates provide information and counsel on the latest pedagogical advances for the acquisition of the English language through courses, seminars, conferences, publications, and study-trips.
 Other professional activities during the Convention include plenaries, concurrent sessions, and exhibition of the latest publications in ELT.
If you would like to be a presenter at the Convention, please complete the attached Call for Participation -Proposal Form and either fax it or email it  to ARTESOL by May 31st, 2001. Fax #: 011 4394 2979 E-mail:
The 15th ARTESOL Convention, the second one to be  held outside Buenos Aires City,  is an excellent opportunity  for EFL teachers throughout the country to gain insight into the state of the art of our profession on a national basis. Therefore we ask you all to help us make this event as enlightening and fruitful as possible. Please contact ARTESOL , Maipú 672 (1006) Buenos Aires, fax # 011-4394-2979 or by e-mail for further details and registration forms.
Let's all meet in Córdoba, on June 15 at 1pm.
Warmest wishes,
Vivian Morghen
ARTESOL Vice president
Our very dear and talented friend, Graciela Gazzanego invites all SHARERS to a unique presentation that Marina and I are not going to miss and you cannot afford to miss either.
Dear Omar,
Thanks to your weekly issues of SHARE, I have always received information that can improve our work as teachers and even have some fun. Now it's my turn to try to share my experience through a lecture which, I hope, can be of some help to my collegues. You'll find the details below.
Kisses to you and Marina
Graciela Gazzanego
* New Technologies in the English Class
This lecture will introduce you to the world of technology that can be easily applied to your own class projects. Internet, e-mails, chats, Power Point presentations and WEB pages will become part of your daily practices in challenging, cross-curricular and "globalized" tasks, whether at schools or institutes .
Lic. Graciela Gazzanego de Gabarain
Lecturer in Methodology and Teacher Educator at UTN  College of Education. Teacher and Educational Consultant specialized in the field of New Technologies of Information and Communication and Distance Learning.
Date: May 5th, 2001        -     Time: 9 to 12:30
Venue: Pasteur 765,  3ºpiso - Capital Federal (Auditorio de la Cámara de Comercio e Industria Dental)
Fee: $35
Payment should be made by Bank deposit at any branch of Banco Francés Caja de ahorro en pesos :
 Nº 1630/9 ( Sucursal 186). Remember to fax the bank deposit slip to: 4854-4814
Further Information and enrolment : or
Tel: 4551-6578


Our dear SHARER Amelia Bracamonte from Tucumán sends us this very simple poem to be used as a warm- up for drama classes with children:
Dancer, dancer, moving there,
moving, moving, everywhere,
acting, playing,as you will.
Dancer, dancer, stand quite STILL.
Statue, statue, standing there.
Motionless and light as air,
Far removed from thought of men.
Statue, statue, LIVE again
Isn´t it it nice? Thank you. Ame for your contribution and keep on SHARING.
Colega Docente:
En la  se acaba de publicar la nueva y reciente reglamentación referida al Ingreso en la Docencia tanto para Pcia. de Bs.As. como para Capital Federal, a saber:
1) Pcia. de Bs. As: Se publica el texto completo de la Circular Nº 2 del 30/03/2001 de la Dirección de Tribunales de Clasificación de la DGCyE con las pautas para la inscripción 2001 Listado 2002. Asimismo se publican algunas recomendaciones a tener en cuenta para la inscripción.
2) Capital Federal: Se publica el texto completo de la nueva reglamentación del 29/03/2001 sobre la Inscripción, valoración de Títulos, Valoración de Cursos, Antecedentes Pedagógicos y Culturales como así también otros antecedentes. También reforma la confección de los Listados, forma de designación, duración de los interinatos y suplencias. Por último se publican algunas recomendaciones a tener en cuenta para la inscripción. 
Todo esto en la 
Se autoriza la distribución de este correo en listas afines, como así también la impresión del mismo, y publicación en la sala de profesores.
Hasta pronto
Fernando Carlos IBAÑEZ
Educación - República Argentina.
Our dear SHARER, Mercedes Rossetti, Chair of the ESP Interest Section writes to us. Our best wishes to Mercedes and all the colleagues in her Interest Section.
Dear ESPers,
According to ARTESOL ESP IS Governing Rules, all members of the Interest Section are entitled not only to vote but also to fill a vacant position.
Once more, we are pleased to invite you to participate in the ESP IS group by nominating yourselves or nominate a colleague to fill the In-coming Chair position. Ballot counting will take place during the ARTESOL Convention in Córdoba, Córdoba, June 15-16, 2001.
 If you are interested in filling one of these two positions, please send your biodata to the ESP IS Board.  Send your biodata to ESP IS with a statement of purpose describing your interests, why you would like  to participate and how you can make a positive contribution to the group and the organization. All members of the ESP IS  will be informed by electronic mail.
Ballots can be sent either by print to Sáenz 341 P 1 Lomas de Zamora, (B1832HUG) Buenos Aires Argentina. or by email to
You can also vote at the ArTESOL convention in Cordoba. Final results will be announced there and immediately distributed to the list for those who could not attend. Further details on ballot procedures will be shared once nominations have been received by the Nominating Committee.
Nominating Committee ARTESOL ESP IS.
ESP IS Board


A dear SHARER , Maria Almeida. from Paraná, Entre Ríos with a message from teacher to teacher:
I've found this interesting English Language website at
They offer a  great English lesson for free  every week.
The lessons are about current news stories (and a great help when we are short of time!) 
Hope you enjoy it.
María Almeida 
Our der friends and SHARERS Albert Canil and Susan Hillyard send us this invitation:
The Suburban Players proudly Presents
Shirley Valentine 
Susan  Hillyard gives life to this classic of the contemporary stage (later turned into a hit film), Shirley Valentine by Willy Russell, portraying the humorously epic journey of a working class, middle aged woman in search of herself.
Inside Mrs. Joe Bradshaw, 42 year-old mother of two grown children, lives the former Shirley Valentine, longing to get out.  Her hope and self-confidence badly shattered by school, marriage and life, she is reduced to talking to the kitchen wall.
As she sips a glass of wine she dreams of drinking in a country where the grape is grown.  Her feminist friend Jane offers her a holiday escapade in Greece, and, with great trepidation, Shirley finally decides she will seize the day and thus she goes forth on a trek of self-discovery, travelling far, travelling within.
Directed by Albert Canil, this major production will be staged at The Playhouse, Moreno 80, San Isidro, for just three weekends: Fridays and Saturdays at 9 pm, Sunday Matinees at 7 pm, from April 20th through May 6th.
A real must for theatre (and life!!!) lovers!
Performances on Fridays & Saturdays at 9 pm
Sunday Matinees at 7 pm
Act I lasts 1hr; then there is a fifteen minute intermission; Act II lasts 40 minutes.
Venue?  The Playhouse ~ Moreno 80 ~ San Isidro
Tickets? $ 10.- each (one ticket free every ten purchased)
Target Audience? We consider Shirley a play for 16+ as the play would be irrelevant for young teenagers. - FCE upwards
Extra Amenities : There will be a bar open with sandwiches, drinks and hot soup.
Safe parking is on Avenida Marquez, as of Moreno, towards the west.
Further information and reservations : 4784.8275 ~ 4747.4470
Our friend and SHARER Rosemary Lagarrigue sends us this hillarious contribution. Thank you. Rosemary for that incredible  sense of humour with " a touch of reality".
 Jesús en la EGB
En aquel tiempo, Jesús subió a la montaña y, sentándose en una piedra, dejó que sus discípulos y seguidores se le acercaran.Después, tomando la palabra les enseñó diciendo:
"En verdad, os digo que serán bienaventurados los pobres de espíritu porque de ellos es el Reino de los Cielos. Que serán bienaventurados los que tengan hambre y sed de justicia, porque ellos serán saciados. Bienaventurados los misericordiosos porque  ellos  alcanzarán misericordia. Bienaventurados los perseguidos a causa  de la  justicia porque de ellos es el Reino de los Cielos..."
Entonces Pedro lo interrumpió para decirle: "¿Tenemos que aprenderlo de  memoria?"
Y Andrés dijo: "¿Tenemos que escribirlo?"
Y Santiago dijo: "¿Nos vas a evaluar de esto?"
Y Felipe dijo: "No tengo papiro"
Y Bartolomé dijo: "¿Tenemos que hacer una monografía?"
Y Juan dijo: "¿Puedo ir al baño?"
Y Judas: "¿Y esto para qué sirve?"
Entonces, uno de los tantos fariseos presentes, que nunca  había  enseñado, pidió ver la planificación de Jesús y, ante el asombro del Maestro, le inquirió en estos términos: "¿Cuál es el proyecto áulico?.
¿Cuáles son las expectativas de logro?  ¿Tiendes al abordaje del área en forma globalizada? ¿Has seleccionado y jerarquizado los  contenidos? ¿ Cuáles son las estrategias? ¿Responden a las necesidades del grupo para  asegurar la significatividad del proceso de enseñanza-aprendizaje? ¿Has  proporcionado espacio de encuentros a fin de coordinar acciones transversales? ¿Cuáles son los contenidos conceptuales? ¿Cuáles los procedimentales? ¿Cuáles los actitudinales?.
Caifás, el mayor de los fariseos, le dijo": Después de la instancia  compensatoria de Marzo, me reservo el derecho a promover directamente tus discípulos para que el Rey Herodes Antipas no le fallen
las encuestas".
A Jesús se le llenaron los ojos de lágrimas y elevándolos al cielo, pidió al Padre Jubilación anticipada.

Rosana Carlino from the Cultural Department of ICANA writes to announce the following cultural activities:

Book Club
Los socios del Club del Libro se reúnen dos veces por mes para analizar libros de autores norteamericanos. En esta primer etapa se leerán: "The Accidental Tourist" de Anne Tyler y "American Pastoral" de Phillip Roth.
En Sede Centro los días jueves de 18:30 a 20 hs.
En Sede Belgrano los martes 18:30 a 20 hs.
La Biblioteca Centro Lincoln provee los libros y los materiales de lectura.
Drama Classes
Este taller trabaja con técnicas teatrales específicas para el desarrollo de la concentración, imaginación, adaptación, energía, relajación, improvisación, creación de personajes, monólogos, entre otros. Se dicta en inglés, los miércoles de 18:30 a 20:30 hs. en sede Centro, Maipú 672.
Comienza en mayo.
ICANA School of Singing
El taller trabaja con técnicas de impostación vocal con nociones de lectura musical como preparación para la formación de un coro. Está dirigido a niños, adolescentes y adultos alumnos de ICANA o de la comunidad en general. Las reuniones serán los viernes a partir de las 16 hs. en la Sede Belgrano, 3 de Febrero 821.
Para mayor información e inscripción, por favor contactar a:
Rosana Carlino - Dto. de Cultura & Comunicación ICANA
4394-0110/0996 int. 23 - e-mail  /   web page :



Victoria Fonseca from the Oscar Wilde School, Concepción del Uruguay sent  
us this invitation:
We would like to invite teachers all over the country and from abroad to ask for a copy of our newspaper " THE CLUB" (fifth edition).
It´s a newspaper we do with our students to foster writing and pleasure while learning.
It consists of all sorts of writings: stories, songs, games, reviews, recipies, etc.
This year we have  also counted on the support of prestigious writers, like Luke Prodromou ( Greece), Peter Grundy ( England), M.Laura Rossi ( Olavarría, Argentina).
If you are interested, please contact us at:   or visit our web page:
Our dear SHARER Cristina de la Vega from Acuarell Operadores Culturales writes to us to announce their Teachers' Refresher Course "Motivate Yourself!" by Translator Laura Lewin:
A practical course designed to motivate teachers who want to gain new ideas which will work in their classroom and broaden their range of options for the future.
May 5 , 2001 - 9 am to 5 pm at Salón 4 , San José 181, Buenos Aires -  Fee $70.-  
The 7-hour course will be made up of different topics and will be based on the principle that seeing and doing is the best way of understanding and feeling confident with  new ideas and activities.
For further information please contact: ACUARELL Operadores Culturales
Telefax; 4371-3677/ Tel: 4372-3215 -
To celebrate Animal´s Day (29th April in Argentina), we wanted to share this beautiful poem with all of you. So in honour of those creatures that make our lives  happier and especially for Ernie, our 9 year old doberman and Chaser, our 6 month old cat, here´s this "lesson for life"
 If a dog were your teacher, you would learn stuff like:
When loved ones come home, always run to greet them.
Never pass up the opportunity to go for a joyride.
Allow the experience of fresh air and the wind in your face
to be pure ecstasy.
When it's in your best interest, practice obedience.
Let others know when they've invaded your territory.
Take naps and stretch before rising.
Run, romp, and play daily.
Thrive on attention and let people touch you.
Avoid biting when a simple growl will do.
On warm days, stop to lie on your back on the grass.
On hot days, drink lots of water and lie under a shady tree.
When you're happy, dance around and wag your entire body.
No matter how often you're scolded, don't buy into the guilt thing and pout...
run right back and make friends.
Delight in the simple joy of a long walk.
Eat with gusto and enthusiasm. Stop when you have had enough.
Be loyal.
Never pretend to be something you're not.
If what you want lies buried, dig until you find it.
And MOST of all...
When someone is having a bad day, be silent, sit close by and nuzzle them gently.
Our dear friend and founding SHARER Oriel Villagarcía <> sends us this invitation to a special event to be held this week:

Panel Discussion on : Holistic Teaching and Learning, Holistic Health
Date : Wednesday 16th  May from 18:00 to 20:30
Venue:  Microcine of CONSUDEC TTC, Esmeralda 759, Ciudad de Buenos Aires.
Members of the panel: Dr.John Brown, Ph.D., Oriel Villagrarcía M.A. and Prof. M. Marta Suárez, 
Admission free  - Organizers :  SBS   Sponsor:  CONSUDEC  Teacher Training College 
Registration and additional information :  e-mail to :


Time to say goodbye again. It is difficult to find creative ways to say goodbye. We decided it was good
enough to part with a song. Which one to choose? Nothing more convenient that the "Goodbye" song from "The Sound of Music" (La Novicia Rebelde). Strictly for SHARERS over 40, or are we wrong?
So Long, Farewell
There's a sad sort of clanging from the clock in the hall
And the bells in the steeple too
And up in the nursery an absurd little bird
Is popping out to say "cuckoo"
Marta, Gretl, Brigitta: Cuckoo, cuckoo
Children: Marta, Gretl, Brigitta:
Regretfully they tell us Cuckoo, cuckoo
But firmly they compel us Cuckoo, cuckoo
To say goodbye . . .
Marta, Gretl, Brigitta: Cuckoo!
Children: . . . to you
Children: So long, farewell, auf Wiedersehen, good night
Marta: I hate to go and leave this pretty sight
Children: So long, farewell, auf Wiedersehen, adieu
Friedrich: Adieu, adieu, to yieu and yieu and yieu
Children: So long, farewell, au revoir, auf wiedersehen
Liesl: I'd like to stay and taste my first champagne
Children: So long, farewell, auf Wiedersehen, goodbye
Kurt: I leave and heave a sigh and say goodbye -- Goodbye!
Brigitta: I'm glad to go, I cannot tell a lie
Louisa: I flit, I float, I fleetly flee, I fly
Gretl: The sun has gone to bed and so must I
Children : So long, farewell, auf Wiedersehen, goodbye
Goodbye, goodbye, goodbye
Guests: Goodbye!

In the meantime, as usual
Omar and Marina

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