An Electronic Magazine by Omar Villarreal and Marina Kirac ©

Year 5                Number 131            July 15th  2004

6350  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


In my now long professional career I have attended quite a number of congresses, conventions, seminars and other professional meetings of varying size, length and importance. I cherish the memory of each one of them and, very often, for  very different ( and whimsical) reasons. I attended many of these as a participant, I spoke at some of these and I helped in the organization of quite a few, as well. Each one of them was, in their own peculiar way, “special” to me. This week as Marina and I came back from the Tenth National Congress of Teachers and Students of English and looked back on it in retrospect, we said to ourselves “This Congress was certainly very special!”. To the impeccable organization by the APIBB Committee, to the warmth of each one of our colleagues: participants, speakers and organizers, we had to add the enormous pride and satisfaction of seeing this Congress consolidated and gaining a well-deserved place in the academic scene of our country (very often against all odds and the formidable opposition of the self-appointed “owners” of ELT in Argentina).

More than 600 teachers and students from all over the country celebrated the tenth birthday of this “young and energetic” Congress, more than 50 top lecturers generously shared the fruit of their research, of their reading, of their classroom experiences, of their ideas in an ideal atmosphere afforded us by the Bahía Blanca Organizing Committee that worked eagerly and humbly and with a sense of duty, dignity, responsibility and a common sense we do not very often come across lately.

To them our sincere gratitude for giving the future organizers an example to look up to.

In allied developments, as is now customary, the next seats of the National Congress of Teachers and Students of English have been confirmed and a new one added for 2007:

2005 – APRIR – Asociación de Profesores de Inglés de Rosario.
2006 – Universidad CAECE.- Buenos Aires.
2007 – APICOBO – Asociación de Profesores de Inglés del Conurbano Bonaerense.

Omar and Marina


In SHARE 131

1.-    Free Voluntary Reading: Applications and Controversies.
2.-    Extensive Reading and the Acquisition of Vocabulary.
3.-    Ken Wilson : Portrait of the Artist as a Young Teacher.
4.-    The National Congress in Bahía Blanca: Alfred Hopkins tells the whole story.
5.-    Jornadas Internacionales de Educación Lingüística.
6.-    Segundas Jornadas de Capacitación Profesional para Traductores.
7.-    A Propos of the Tools for Teachers Winter Course.
8.-    A Spa for your soul.
9.-    Teaching English to Very Young Learners.   
10.-   Tercer Encuentro de Profesores y Traductores de Inglés.
11.-   English Immersion Colonies.
12.-   Oficina de Teatro - "Expressão e Desinibição"
13.-   APIBA SIG´s.
14.-   Good News from E-Teaching on line.


Our dear SHARER, Stephen Krashen has sent us this article that he presented at PAC5 (Pan-Asian Conference), Vladivostok, Russia on June 24, 2004.
Free Voluntary reading: New Research, Applications, and Controversies
Stephen Krashen
Recreational reading or reading for pleasure is the major source of our reading competence, our vocabulary, and our ability to handle complex grammatical constructions The evidence for FVR comes from correlational studies, showing that those who read more show superior literacy development, case histories of those whose growth in literacy and language is clearly attributable to free reading, and studies of in-school recreational reading, such as sustained silent reading (SSR).
In in-school studies, students who engage in free reading for a certain time each day are compared to similar students who have only "regular instruction." Reading has done well in these studies; in my survey (1), readers were at least as good as those in traditional instruction in 51 out of 53 comparisons, and when the study was long-term (longer than one school year), readers were nearly always better and were never worse. The finding that in-school reading works best in long term studies makes sense; it takes some time for children to find reading material of interest.
The efficacy of in-school free reading has been established with a variety of groups including native speakers of English, second language acquirers in several different countries, and students of different ages.
The success of in-school free reading is also consistent with the more general Comprehension Hypothesis, the hypothesis that we acquire language when we understand messages (2). Recreational reading is, of course, comprehensible input.
Issues and Controversies
1. Do they really read during in-school reading time?
It has been claimed that many children do not actually read during sustained silent reading sessions, but only pretend to read. Von Sprecken and Krashen (3) examined the behavior of middle-school children in SSR classes in the middle of the academic year, and reported that 90% of the children they observed were reading, a result confirmed by Cohen (4), who made a special effort to make observations unobtrusive.
Von Sprecken and Krashen also concluded that children were more likely to be reading during SSR when certain conditions were met: When there was access to interesting reading in the classroom and students are not required to bring their own reading material, when teachers read while students are reading, and when teachers made efforts to promote and discuss certain books. Even in a class in which none of these conditions were met, however, Von Sprecken and Krashen found that 80% of the students were reading when observed.
2. Will they stay with easy reading?
There is a concern that students will always choose books that are too easy and will never move on to more challenging reading material.
Easy books, however, can provide the taste and background knowledge that will lead to and facilitate reading other books. This appears to happen. Readers don't stick to light and easy reading - their reading tastes gradually develop and broaden (5). Finally, it has been argued that reading has to feel effortless for it to result in language development; studies indicate that a text needs to be about 98% comprehensible in order for it to help the reader acquire new vocabulary (6).
3. Is reading enough?
The concern here is that recreational reading is not enough to guarantee full competence and the acquisition of "academic" language. One must agree. Recreational reading, rather, is the bridge, the missing link that makes harder reading and more demanding input more comprehensible.
Should FVR be "supplemented"? Many think so, and the usual recipe is additional grammar study and writing. There are good reasons to doubt that this is effective. The study of grammar makes at best a small and peripheral contribution to competence; There are severe limits to how much grammar can be consciously learned and there are severe limits on its application (7). There is also no evidence that requiring students to write more has a positive effect on writing ability (8). Writing, however, makes a very different kind of contribution; it helps us solve problems and contributes to cognitive development (9).
Mason (10) confirmed this, finding no difference in gains when in-school free reading was supplemented with writing summaries in the L1 (Japanese), writing summaries in English, and writing summaries in English followed by correction and rewriting. In fact, the group that wrote summaries in Japanese acquired just as much English in a shorter total time devoted to English.
The kind of supplementation that will help, it is predicted, encourages more reading and makes reading more comprehensible. This includes the study of literature, i.e. exposing students to the options available to them and providing some background knowledge about books. Literature includes read- alouds, a powerful means of motivating reading and providing growth in literate language (11).
4. How will they do on tests?
In an age of testing hysteria, it is a strong temptation to drop reading and devote more time to test preparation, which in many people's minds is skill- building activities, direct instruction in grammar, vocabulary, etc. The research cited earlier, however, shows that those in in-school reading programs do better on tests than those who follow the regular curriculum of direct instruction. They do better on tests of reading, writing, listening, vocabulary, and even grammar. I think readers do well on tests because they have no choice, because they have acquired, not learned, grammar, vocabulary, and the conventions of writing.
5. How robust is FVR?
We know enough to state the optimal conditions for a good reading program: They seem obvious but are rarely present: (1) A great deal of interesting, comprehensible reading material; (2) A time (and comfortable place) to read. (3) Minimum accountability (e.g. no required summaries or book reports). Also, to show effects, a program should also last for more than a few months.
Is it a waste of time to do free reading when conditions are not optimal? Lee (12) reported on a program in which few of these conditions were met. The students were not particularly motivated - they were second semester university students in Taiwan taking a required English class. The first semester had been a disaster, with students reporting that the teacher devoted most of the class- time to movies. Reading was done for only 14 weeks, and students read graded readers, which only 18.5% of the students found interesting. Students were also required to write summaries of what they read. On the positive side, the class included some explanation of the theory underlying free voluntary reading, along with research findings.
But the results were encouraging. The readers outperformed a traditional comparison group on a cloze test and did somewhat better on a vocabulary test. A second comparison group had intensive vocabulary instruction and students were encouraged to do recreational reading. There was no difference between this group and the readers on the cloze test, but the vocabulary study group did better on a vocabulary test, especially on words at the 3000/5000 level, words not present in many of the graded readers those in the reading group read.
This result shows that free reading is "robust." Also, despite the lack of enthusiasm for the graded readers, 2/3 the students said they would continue to read in order to improve their English, and only 2% (one) said they would not (the others were undecided). How many would look forward to more vocabulary instruction?
Lee's results suggest that we can still expect benefits when conditions are not optimal. But there are limits. If conditions are truly dismal, if reading material is dull and hard to understand, if reading is done in uncomfortable surroundings, and/or if students are forced to report on everything they read, a reading program may only succeed in discouraging reading. Because optimal conditions are not always possible, it is important to determine not only optimal but also acceptable conditions.
1. Krashen, S. More smoke and mirrors: A critique of the National Reading Panel report on fluency. Phi Delta Kappan, 2001, 83: 119-123.
2. Krashen, S. Explorations in Language Acquisition and Use: The Taipei Lectures. Portsmouth, NH: Heinemann, 2003.
3. Von Sprecken, D. & Krashen, S. Do students read during sustained silent reading? California Reader, 1998, 32(1): 11-13.
4. Cohen, K. Reluctant eighth grade readers enjoy sustained silent reading. California Reader, 1999, 33 (1): 22-25.
5. LaBrant, L. An evaluation of free reading. Research in the Three R's. Ed. C. Hunnicutt & W. Iverson. New York: Harper & Brothers, 1938, pp. 154-161.
6. Hu, M. & Nation, I.S.P. Vocabulary density and reading comprehension. Reading in a Foreign Language, 2000, 13(1): 403-430.
7. Truscott, J. Noticing in second language acquisition: A critical review. Second Language Research, 1998 14(2): 103-135; Krashen, 2003, op, cit.
8. Lee, S.Y. What Makes It So Difficult to Write. Taipei: Crane Publishing Company, 2001; Krashen, 2003, op. cit.
9. Elbow, P. Writing without Teachers. New York: Oxford University Press., 1975; Krashen, 2003, op. cit.
10. Mason, B. A Study of Extensive Reading and the Development of Grammatical Accuracy by Japanese University Students Learning English. Ed.D. Dissertation, Temple University, Osaka, Japan, 2003.
11. Trelease, J. The read-aloud handbook. New York: Penguin. Fifth Edition, 2001. Mason, B. Vocabulary acquisition through storytelling. Paper presented at PAC5 conference, Vladivostok, Russia, June, 2004.
12. Lee, S.Y. How robust is in-class sustained silent reading. Paper presented at PAC5 conference, Vladivostok, Russia, June, 2004.
Our dear SHARER Carole Whyman sends us this article on how students read, and enjoy, and the vocabulary takes care of itself (!):
How should teachers incorporate vocabulary teaching into their classes?"
By Marc Helgesen
A key concept in vocabulary teaching is that students need to meet the words‚ in context‚ several times.
A tool that is often overlooked for this is mental review. Students can meet the new vocabulary mentally as well as actually seeing the words on the page. Most pair- and group work tasks involve some kind of a topic – even if the lesson is based on grammar or a function, the learners are talking about something so there is a lexical set related to the topic. After students have finished the main task, have them close their books. Still in their pairs or groups, they work together to see how many of words related to the topic they can remember. In the process, the learners are still thinking about the context and are "mentally meeting the words" again. Decide if you want them to write the words or just say them. If you have them write the words, a good follow-up is to have groups compare their results with other groups. To do it as a game, they get one point for each item they wrote and one extra point for each item they wrote that the other team didn't. You may want to repeat the mental review as a warm-up/review at the beginning of the next class (and as a way for them to meet the words yet again).
Here's another type of mental review. At the end of class, it's not at all unusual for the chalkboard to be covered with words that have just come up during activities. I sometimes ask each students to choose about three words that they want to remember. They close their eyes and get a mental picture showing the meaning. Next to the picture, they mentally write the word. In their minds, they hear each letter as it is being written. They then hear the word being pronounced. (If any students have difficulty visualizing the picture or the word, have them write the word with their finger on the palm of their other hand. Adding this physical element usually makes visualizing easier.)
Once they've done this for all three words, they decide on a time when they will mentally review the words. It should be a time when they are alone or at least not talking to anyone. They get a mental image of something specific that they are doing (sitting in the bathtub, pouring a cup of coffee, etc.). Tell them to think of that situation. Then, when it happens later in the day, they should remind themselves to think of the three words and the images. Many students prefer to close their eyes when they do this. They should do they everyday from now to the next class. During the next class, spend a couple minutes reviewing the activity.
If I had to choose a single most effective way to help students develop their vocabulary, it would be an easy choice: Extensive reading. Extensive Reading (ER) means just that: learners read a lot. It is important that they are reading at a level that is easy for them. This requirement, along with the obvious issue of student interest, means that they usually choose the books they want to read. Note that extensive reading is very different than the word-by-word grammar-translation (yakudoku) reading that Japanese students are usually asked to do in school. ER is reading for pleasure. Students usually don't need to use dictionaries. If there are more than 2-3 words on a page they don't know, the book is too difficult and they should choose a different one. They don't need to answer comprehension questions after they read. (Yeah, there are often questions in the back of the books or on worksheets available from the publishers. But they aren't really for ER. They are there so the publishers can try to sell them to teachers who don't understand what ER is and what it's for).
To have your students do ER, of course, you need books. Most teachers choose graded readers which are available from the major ELT publishers. These are short, often 40-80 page books written to be easy for learners to understand and of high interest. And, because they are real stories, there tends to be natural recycling of vocabulary. The same words often come up in context through out the story. This is the "meeting words in context repeatedly" that leads to vocabulary learning.
Even if you are teaching conversation, you can often add ER as an outside of class activity. If students get grades for the class, the number of books or pages they read can be part of the course requirements. In a non-graded situation like a conversation school, you can still encourage ER as a great way to build vocabulary and come into contact with English out side of class.
Teachers interested in ER can check out the Extensive Reading Home Pages at There are a lot of resources on the pages, many of which come from Japan-based teachers.
Our dear SHARER the celebrated author and ELT specialist Ken Wilson wants to SHARE these recollections of his experience as a young teacher ( and a glorious postscript on his world famous “Mr Monday”) with all of us
6th August 1968
International House, London
It was the day after my 21st birthday. I had spent the previous night sleeping on the floor of a friend’s flat in West London. There had been no celebratory drink. I had spent the evening preparing my first ‘extended’ practice lesson on my TEFL training course. It was due to last for 20 minutes.
And now it had started. There were four practice students sitting directly in front of me. They weren’t just practice students, of course. They were real people with real lives. Silvana and Massimo were an Italian couple on their honeymoon. Milan was a muscular and handsome Czech, loved by trainees and students alike. He left the school about a week later, arriving back in Prague the day before the Russians invaded the city. The fourth person was a Japanese girl called Junko. I don’t remember anything about her apart from her name. I don’t think I was ever successful in getting her to say anything. My fault entirely, not hers.
The four students stared at me in silence. Behind them sat seven recent graduates from British universities, my co-trainees, and next to them sat a dazzlingly beautiful woman from Sierra Leone with a clipboard on her knee, looking at me with a keen, supportive smile on her face. 
It was horribly, achingly, quiet in the room. I had just asked the newly-wed Italian girl a complex opening question, which she didn’t have a hope of answering. I don’t think the native speaker graduates of some of Britain’s finest universities who were sitting behind her had a hope of answering it, either. It was unanswerable. Silvana stared at me, my co-trainees stared at the floor and Benetta, the trainer, smiled and nodded in encouragement.
I was the third person to ‘teach’ that day. The first trainee, whose name was Alex, had to present and practise ‘there are some …’; the second, Fiona, had to present and practise ‘there aren’t any..’ and I drew the short straw with ‘are there any …?’ The three of us had agreed to base our lesson material on London itself.
Alex drilled the students into the ground, getting them to chorus-repeat: ‘There are some museums in London … there are some parks in London. … there are some pubs in London …’ The lesson was definitely noisy and in a way the students were involved all the time. They said a lot, they shouted in chorus and they had a few laughs. The only problem was that they didn’t actually say anything of their own choice.
The second lesson was much more colourful. Fiona had found dozens of photographs from magazines and stuck them on cardboard. There were pictures of camels, elephants, palm trees, samba dancers and other exotic items – none of which you could find on the streets of London.
Fiona flashed the cards at high speed in front of the students’ faces. The students were required to make a sentence beginning ‘There aren’t any … ‘ based on the picture. Apart from the alarming Pavlovian nature of this exercise, there was one small problem. None of the students knew the English words for camel, elephant, palm tree, samba dancer or any of the other exotic items.
Massimo was the most confident of the four and had a clever way of making the sentences that Fiona demanded. If he didn’t know the English word for the exotic item, he used the Italian word and let Fiona translate it for him.
Massimo: There aren’t any … cammelli?…
Fiona: Camels.
Massimo: Camel.
Fiona: CamelZZZZZZ!
Massimo. CamelZZZZZZ!
Fiona: Go on …
Massimo: … in London.
Fiona: Very good!
And then it was my turn. I had planned something completely different from my energetic co-trainees. I think my opening question – the one which had stunned Silvana into silence -  went something like this: ‘Are there any places in London that you’ve never been to but would like to go to …er … if you ever get the chance?’
What upset me more than anything was the fact that I had spent two HOURS the previous evening writing the lesson plan, and most of it had been spent thinking about that first question.
Like so many trainee teachers before and since, I had wandered into the never-never land of TEFL-speak, where apparently intelligent native English speakers find themselves when they start trying to teach the language they never had to learn. It’s a dark and murky place, but for some of us, the start of a lifelong interest in our own language.
From the debris of these three lessons, Benetta found aspects that she was able to praise, and offered us some thoughts about what to change. She praised us for our energy and the rapport we created with the students (I don’t think she was talking about me at this point). Best of all, by clever prompting, she helped us make our own suggestions about how to improve. Alex realised that it might have been useful to let the students give some of their own examples, and Fiona expressed her horror at not thinking about pre-teaching the words for camel, elephant, palm tree etc.
Benetta thought my attempt to engage the students in a conversation was admirable. She suggested keeping it simple. I somehow knew that would be her main suggestion.
Despite my appalling performance on that particular day, I didn’t actually do badly on the course as a whole, and I was offered a job at the Instituto Británico in Seville, Spain. I arrived there one beautiful autumn morning in October 1968.
By this stage in my life, I had spent 18 years in Manchester and three years at university in Reading. I was now to spend a year in one of the world’s most beautiful cities. Every morning, I almost gasped with astonishment as I looked at La Giralda, the half-Moorish, half-Gothic tower of Seville Cathedral. I couldn’t understand how Sevillanos could pass this magnificent edifice on a daily basis without themselves feeling the need to gasp with astonishment.
I was also amazed by how charming and trusting the students at the school were. They really liked my lessons in spite of my lack of experience and my frankly dubious teaching method. I talked too much, I told jokes at every opportunity and I aimed my teaching at the best students in the class. The best students loved it and blossomed. Everyone else put up with it but improved only slowly, if at all.
That was the biggest lesson my year in Spain taught me. You have to work harder than I did at involving ALL the students, with all their different levels and ways of learning. I’m still working on this after more than 30 years in the business.
I then returned to London and worked at International House, a place which, like many English teaching establishments in the 1970s, was buzzing with great people and new ideas. People like Liz Soars, Jeremy Harmer, Doug Case, Roger Gower, Judy Garton-Sprenger, Barry Tomalin and Sue Mohamed were all involved with the organisation at that time. Ruth Gairns, Stuart Redman and the Cutting Edge authors Sarah Cunningham and Peter Moor were in the next generation of IH galacticos and galacticas.
At the centre of it all were IH founders John and Brita Haycraft. John was always on the look-out for new ideas and was tireless in promoting the interests of teachers who showed the slightest talent in any particular direction. Soon after my arrival, John did something which radically changed the direction of my working life.
I had an intermediate class of really great students. I was 22 years old, and most of the students were the same age as me. We were together for 15 hours a week, so there was plenty of time to experiment.
One day, I brought my guitar into class. I wasn’t planning to play it, I just wanted to have it with me for safe keeping. The students asked me to play it. I wasn’t sure whether the school would think this was the best use of their time. I hesitated, which made the class more insistent that I should play. I promised to bring some song words the next day and we could learn a song together.
This was the start of a long and happy association with music in language teaching. Although I was still a bit worried that we were having too much ‘fun’, the class clamoured for more songs, and we spent Friday mornings learning more and more songs. The Beatles were a particular favourite. (I should say at this point that I had the students for 10 hours a week, and they actually spent 15 hours in all together – they really needed regular breaks from regular coursebook-based learning)
When this class finally disbanded, I was heart-broken. My next class were beginners so I couldn’t use the Friday morning songs. However, by this time I was convinced that using songs was useful as well as enjoyable. With no material available that was easy enough for my beginners’ class to sing, I started to write my own songs for them.
One day, John Haycraft stopped me in the corridor.
‘I understand that you’re writing songs for your class,’ he said.
I hesitated a moment before admitting it. Was he going to censure me for wasting the students’ time? Not a bit of it!
‘I’m going to see if I can get one of the publishers interested,’ said John.
And he was as good as his word. I had an interview with a publisher a few weeks later. The result was that before my 23rd birthday, I had signed a contract to write, record and produce a collection of English teaching songs. The album Mister Monday appeared the following year. At the time, I was the youngest-ever published ELT author. I don’t know if I still hold this record. Mister Monday was a huge international success and the start of my parallel career as an ELT author. (See the end of the article for a PS about Mister Monday)
Another of John Haycraft’s initiatives led to the establishment of the English Teaching Theatre, and because of my supposed prowess as a musician, I was offered the chance to perform with the fledgling group. It was the start of a relationship with drama and theatre which continues to this day. The ETT enjoyed international success for more than 25 years, visiting more than 50 countries, including Argentina.
Travelling first with the English Teaching Theatre and more recently as an author, I have been fortunate enough to meet lots of non-native speaker teachers, who of course represent the vast majority of teachers worldwide.  And as a writer and a trainer, these are the teachers that I am most interested in helping.
Most learners of English all over the world start their education with a teacher who speaks their own language and has learnt English as a foreign language. Personally, I think this is the best thing that could happen. I have spent a lot of my working life congratulating and supporting non-native speaker teachers in the work they do.
I believe very firmly that native speaker authors and trainers have to make the working conditions of non-native speaker teachers a priority in their writing and recommendations about methodology.
I find the difference between the working lives of NESTs and non-NESTs very interesting indeed. I often begin presentations to groups of non-NESTs with a description of the working life of the average teacher in a private language school in the UK (and indeed the working situation of that most of our leading coursebook authors experienced).
Teachers at UK private language schools are favoured with the following working conditions:
classes of between 10 and 14 students
multilingual, highly-motivated students
contact time of up to 15 hours a week
well-equipped classroom with good acoustics
the world of English outside the classroom
No non-NEST teachers working in their own countries have anything like these working circumstances. And the implications for material, suggestions for pair work, group work, projects etc are enormous. Non-NESTs benefit greatly when authors and trainers take their classroom and working realities into consideration.
My final thought, however, is for the generations of native-speaker teachers who have worked hard at their trade all over the world. One of the problems we face is that our non-teaching friends think that teaching your native language must be easy.
Lots of non-TELFer native speakers think this. To make matters worse, there are English backpackers all over the world who make outrageous claims about their competence to teach English (‘I’ve got an arts degree and I’ve worked with foreign students on a summer camp’) and then go through the motions of dispensing information about English and actually teaching nothing at all.
Thankfully, work opportunities for untrained native speakers like these are getting rarer.  Those of us who train to do the work usually discover that – like most interesting work – it gets harder rather than easier. And I’m definitely in that camp.
Post-script about Mister Monday.
In 1992, 21 years after the publication of Mister Monday, I attended a very enjoyable music workshop given by Dave Allen at the IATEFL conference in Lille, France.  It was about using authentic songs in class. At one point, one of the participants, a native speaker teacher from the UK, asked Dave what he thought about specially-written songs like Mister Monday. Dave was non-committal, saying that he was there to talk about authentic material.  The teacher persisted and offered his opinion: he thought specially-written songs were absolutely ridiculous.
When I told the man later that I was the author of Mister Monday, the teacher was astonished and apologised for his earlier criticism. ‘The thing is,’ he said, ‘Mister Monday is so old I thought that whoever wrote it must be dead by now!’
I think I’ll have that as my epitaph!
Ken Wilson
Our dear SHARER and friend Alfred Hopkins has written his hillarious account of the Tenth National Congress of Teachers and Students of English that took place in Bahía Blanca last Friday and Saturday.
Says Alfred,”I am attaching a little piece I put together, tongue-in-cheek, no intention to be serious and just with everyone--something rather impossible in view of the large number of participants and speakers”
The Tenth English Congress: “It´s about sharing…”
July 9, 2004. It’s near freezing in Bahía Blanca, the alarm clock is ringing and there is a cloud of mist covering your hotel window. “Gotta get up,” you chide yourself. “¡Vamos che! ‘El 10º Congreso nacional de profesores y estudiantes de inglès’ is about to begin and here you are complaining about the weather!” O.K.! O.K.! Don’t get hot under the collar!
You mutter to yourself softly as you inhale the dry Patagonia smelling air that wafts gently towards your nostrils. Actually it’s not that cold, I mean once you get used to it, still a bit dark but…and off you prance, setting your sails for the Colegio María Auxiliadora. Dodging past the friendly looking police officer at the entrance door, you scamper across the colonial style patio and race up the stairs, bumping your way to the registration office. Around 500 souls—mostly neatly dressed youngish looking women—are  eagerly chatting and sticking their noses into the Congress program to decide which of the 50 odd workshops to sign up for. Noticing your state of morbid confusion—why is it so difficult to make up your mind?—a  young lady from the Asociación de profesores de ingles de Bahía Blanca appears out of nowhere to give you a helping hand. It’s Soledad García Luna, of the APIBB.
“There’s hot coffee and tea waiting for you in the ‘speaker’s room,’” she announces gaily.
        Now with a clear goal in mind you cautiously dodge and edge your way down the hallway, by-passing the book stands and taking special care not to cause a shivering participant to spill her coffee on the freshly polished school floors. (What’s this about not crying over spilled milk?) Hey! There’s María Laura!
        “What do you think about all this?” Your question comes out unrestrained but with just a touch of quixotic humour. (Where oh where are the windmills?)
        “Great! I’m really enjoying it…yes, indeed, I’m enjoying it so far.” That’s what she says, but she doesn’t have to practice her nearly perfect English diction because the answer is painted on her face. She has a face like those you can see on a renaissance painting, the ones that stare at you as if they knew you.
        “What’s the Congress about?” you ask, at a bit of a loss for words due to the Rembrandt that is still flashing in your mind.
        The answer comes out a bit dazed, delayed, suggestive of a hatching baby chicken: “Sharing, meeting people with other experiences and sharing. That’s what it’s about, it’s about sharing.” That seems to be the word on everyone’s lips. You want to explore the subject further, but you glance at your watch and say:
“Sharing! Thanks! I’m off to listen to Omar.”
Lic. Omar Villarreal is one of the brains behind the Congress. He’s proud that this 10th congress continues to be for both teachers and students. You open the door to the oblong shaped  auditorium and spot him, readying things for his plenary session: “A chicken without bones or the use of magic in ELT.”  Wow! That’s weird. A chicken without bones. Then in a flash everything comes clear. The bones keep the poor animal from collapsing into an amorphous pile of flesh. The bones are the chicken’s structure! It’s like saying grammar constitutes the bones of language. Look at Omar now! He’s moving about as if to graphically illustrate his ideas on grammar! What calls your attention are his hands: big, expressive, active, as if they had a life of their own, as if he were thinking with his hands. By the way, that’s another idea you hear a lot about during the congress—that teachers should employ their whole bodies and integrate the learning process in the muscles, bones, memories and experiences of the learners.
Omar is talking about grammar: “We have been told once and again that ‘while we focus on communication, grammar will take care of itself’ But will it?” The question rebounds from ear to ear, mouth to mouth. Meanwhile, there’s a coffee break so…
        “You notice the enthusiasm,” says Cynthia outside the speaker’s room, a cup of coffee balanced gingerly in her delicate left hand, “and it’s important to see teachers as well as students participating and learning together.”
        “Have you learned anything special?” The question is served with a quivering wink.
        “You would ask that!”
        “In one of the workshops I attended I learned how to use DVD in the classroom…” You wonder what she might have added but interrupt her to greet Caroline Gwatkin, a quite English looking lady who in fact was born in Britain. She is returning from her workshop on teaching business English.
        “Tell us the truth! The whole truth and nothing but the truth!” 
        “The truth about what?” Caroline is not the kind of person you can take off balance.
        “The truth about the Congress.”
        “Well, I could say that the audience for my workshop was really receptive but... my hotel is freezing.”
        “So...I had to improvise a bit because nobody had any experience with business English.”
        “With what kind of business?”
        “Business English.”
        “Oh! Is that your business?”
        “Well, I try to make it my business!”
        A voice suddenly interrupts the speakers. It’s Dr. Alicia Ramasco, specialized in ELT writing.
        “Are you all write?” you ask her, with your own confused diction.
        “You mean all right?”
        “Yes, do you write all right?”
        “That’s what I’ve come her for: to do a workshop so people can learn to ‘write all right.’”
        “Oh, that sounds refreshing.”
        “Indeed. The experience in Bahìa Blanca was wonderful, persons with great professional backgrounds sharing their knowledge with students…and, well, the human warmth neutralized the icy weather. Didn’t it?”
You nod your head in agreement, wondering at the same time why there are so few men at the Congress—an often observed phenomenon. In the midst of that philosophic thought, you spot one, a man, returning from a workshop, his eyes gleaming as if to say: “coffee please!” It’s Pablo Labandeira, whose subject was: “Refining our strategies for testing.”
“Pablo! Long time, no see!”
        “Do you think congresses of this sort are useful?” Interviewers are supposed to ask biting questions now and then to get more truthful answers. That’s what they used to say at journalism schools. But that was when journalism was called journalism and not communications.
        Pablo reacts as if he were about to reverse the situation and test the interviewer. A dog catcher’s smile puckers at the edges of his lips.
        “It not only is an opportunity to share things with old and new friends, but it likewise allows us to learn from our colleagues as well.” After a pause and a deep intake of air, he adds: “I feel that the stress on cultural awareness to be of special importance.”
        “What’s that?”
        “Well, it is knowledge about the level of interference that one receives from one’s surroundings while inside a language class.” Something like the difference between doing your homework with an English style tea at hand or doing those drills on irregular verbs while drink “mate,” Argentine style mate.
        “That sounds interesting. Would you care to make an additional observation?”
        “Not right now…it’s a bit too cold.”
        “Could it be that speaking English helps one deal with cold weather?”
        “Pardon me? Oh, yes it does because it gets you into hot water!”
        It was time to get a student’s opinion. Patricia, a member of the APIBB, volunteered.
        “Where are you from?”
        “I’m from Bahía Blanca.”
        “From San Francisco Bay?”
        “No, from Bahía Blanca.”
        “You mean from White Bay?”
        “Yes, of course. From Bahía Blanca. You’ve tricked me. Anyway, we are very happy with the way things are going.”
        Back to the plenary. Judy Kievsky, M.A., is talking about “James and the giant peach: a magic trip through writing and reading.” One thing she says really rings a bell: “The best way to learn something is to teach something to someone else.” Maybe that explains why congresses of this sort are so successful.
        Back to the speaker’s room for another coffee (or tea, or just plain mineral water...). Your head is reeling with data of all sorts, information, comments, ideas…questions.
        “Hello Sir! What’s your name, may I ask?”
        “What town?”
        “No, not a town. My name is town, Douglas Town.”
        “If you’re Town, you must be from some town.”
        “Not from a town: I am a citizen of the world!”
        “Isn’t it a bit difficult to be from a non-town?”
        “Ha! Ha! I suppose so. Sometimes I feel like a stateless person.”
        “Well, well! Are you stateless or estate-less?”
        “Well, actually I left my estate at home.”
        “I see. What have you learned at the Congress?”
        “I’ve learned that Bahía Blanca is a bloody cold city but its people have very warm hearts,” says Lic. Town, faster on the draw than John Wayne.  Hot and cold gusts of laughter accompany his observation. He has just given his workshop on “Promoting self-directed learning: A strategic approach.” He effectively banters the interviewer’s question with these words: “If you give me an hour and a half, perhaps I can answer that. What I might say is that attending congresses like this gives us the feeling that we are not alone. It has something to do with a phrase once uttered by T.S. Eliot: ‘we read so as not to be alone and we come to congresses to know that others share our ideas.”
        Finally the time had come to talk to Soledad García Luna of the APIBB.
        “Could you please tell us something about the APIBB?”
        “Yes, of course. The APIBB is a group of about 100 teachers who have come together to provide training materials and other resources to English teachers. We also edit a bulletin and send out e-mails containing the latest information and data useful to all those involved in the teaching of English in the area.”
        “How long has it been in existence?”
        “For 27 years.”
        “Yes and we have been very active indeed. In 1998 we organized an event similar to this with plenary sessions, lectures and workshops. It wasn’t as big but was a success. And three years ago we organized the FAPPI congress.”
        “So I imagine you are quite happy.”
        “Yes, we certainly are…in spite of some mistakes and organizational problems. That always happens. I mean it is not easy to accommodate things for more than 600 participants.”
        “What is the importance of events of this sort in the context of the adventure of education in general?”
         “This congress is about sharing and that is of great importance for the ongoing discussion about education in general. It is an opportunity for teachers and students to share and discuss the great ideas carefully prepared by speakers or subject to debate in the workshops. This positive exchange of ideas is of vital importance in the process of learning.”
        The end. Now back home. Back to work. Back to “normality.” But with a wonderful bundle of new ideas to share with students and fellow teachers. That was what seemed to pour through the minds of participants as each drifted back home. While staring out the bus window at the under populated pampas, at least one of them might have pondered A. Kojeve’s celebrated statement: “Twenty five centuries ago in Greece the start of the phrase was pronounced.” Will the phrase ever end?
Our dear SHARERS from Universidad Nacional de Entre Ríos announce:
Primeras Jornadas Internacionales de Educación Lingüística: "La identidad y las lenguas"
Durante los días 12, 13 y 14 de agosto de 2004 se llevarán a cabo las Primeras Jornadas Internacionales de Educación Lingüística "La identidad y las lenguas", en la Facultad de Ciencias de la Administración de Concordia de la UNER (Monseñor Tavella 1424 - Concordia - Entre Ríos). Las mismas están destinadas a Profesores de español lengua materna y lengua extranjera, profesores de lenguas extranjeras (portugués, inglés, francés, alemán, italiano, etc.), alumnos de profesorados, Traductores, Lic. en Comunicación Social, Lic. en Ciencias Sociales y Prof. en Ciencias Sociales.
Los principales objetivos de las Jornadas son los siguientes:
- Institucionalizar un espacio de reflexión y discusión sobre temas vinculados con las Políticas Lingüísticas y la Pedagogía de Lenguas Extranjeras y Segundas.
- Estimular la creación de instancias de producción de conocimiento en el campo de las diferentes disciplinas que integran el currículo de la formación de docentes de lenguas extranjeras, así como los canales de intercambio entre los investigadores.
- Difundir experiencias pedagógicas significativas por sus aportes al campo de la Didáctica de las Lenguas Extranjeras.
- Fomentar el uso de nuevas tecnologías en el aula de LE.
- Realizar acciones glotopolíticas que promuevan un reposicionamiento de las lenguas extranjeras en los diferentes niveles y modalidades del sistema educativo argentino.
Ejes temáticos:
- Políticas Lingüísticas.
- Pedagogía de las lenguas
     - Uso de nuevas tecnologías en el aula de LE
     - Estrategias didácticas innovadoras
     - Evaluación
     - Investigación Lingüística y realidad educativa: Nexo entre ciencia y   práctica  de la lengua en el  aula.
- Estudios teóricos e investigaciones en el campo de las ciencias del lenguaje y de las culturas (estudios literarios, antropológicos, sociológicos, pedagógicos, etc.).
- Conferencias, a cargo de especialistas nacionales e internacionales.
- Paneles, a cargo de especialistas en los temas respectivos conformados por tres o cuatro ponencias relacionadas con cada una de las áreas temáticas. El tiempo previsto para cada ponencia será de 15 minutos, para dar lugar a debates posteriores de alrededor de 30 minutos.
- Comunicaciones, sobre temas de la especialidad de los participantes, con un tiempo previsto de 15 minutos para la exposición y 10 minutos para responder preguntas.
- Talleres, a cargo de profesores en las diversas lenguas.
- Posters, reservados par la presentación de propuestas didácticas y experiencias áulicas.
Fecha y condiciones para la presentación de trabajos:
Los trabajos, en sus diferentes modelos de presentación, serán analizados por el comité académico de las Jornadas.
La fecha para la presentación de Resúmenes de los trabajos es hasta el 15 de julio de 2004, y para la presentación de los trabajos hasta el 31 de julio de 2004.-
Los trabajos tendrán una extensión de 2000 palabras incluidos los gráficos, notas y bibliografía. Se deberán presentar en lengua española, en tamaño A4 con letras Times New Roman, cuerpo 12, interlineado 1,5. El título debe ir centrado y con mayúscula. Debajo del título se deberá consignar el nombre del/los autores (alineación izquierda y en minúscula), Lugar o dependencia académica donde se desarrollan las actividades, teléfonos o e-mail para consultas sobre el trabajo.
Si se trata de trabajos de investigación deberán contener objetivos, metodología, corpus y conclusiones.
Las notas irán numeradas correlativamente, colocadas al pie de página. El nombre de los autores, citados en el texto, así como el año de publicación y la mención de la página, irán entre paréntesis.
La bibliografía se consignará por orden alfabético, respetando el orden cronológico.
Los trabajos se presentarán en dos copias impresas junto con un diskette rotulado con el nombre del autor/es y el título de la misma.
Los trabajos se pueden presentar personalmente, o enviar por correo o correo electrónico. El documento deberá identificarse con el nombre del trabajo y apellido de los autores del resumen.
El tiempo previsto para la presentación será de 15 minutos con el fin de dar lugar a debates posteriores de alrededor de 30 minutos.
Las ponencias podrán ser leídas y, si se trata de paneles a cargo de profesores de distintos idiomas, serán en español. En caso de que el panel fuera a cargo de especialistas en una sola lengua, puede ser en dicha lengua.
La sesión de pósters será de dos horas en los días y horarios que se fijarán oportunamente.
El/los autores deberán estar presentes para responder a preguntas, explicar el contenido, etc.
Se presentarán paneles de 1,00 x 0,70 metros que incluyan el título, nombre completo, institución de origen de los participantes y un texto breve con gráficos, fotos, dibujos, etc.
Los trabajos serán remitidos a:
Primeras Jornadas de Educación Lingüística
Secretaría de Extensión Universitaria
Facultad de Ciencias de la Administración de Concordia (UNER)
Monseñor Tavella 1424 - CP 3200 - Concordia - Entre Ríos.
Teléfono: 0345-4231415  - E-mail: 
Donde puede también recabarse mayor información e inscribirse.
Our dear SHARER Sylvia Falchu from Torre de Papel has an invitation to make:
Segundas  Jornadas de Capacitación Profesional “Torre de Papel”
Sábado 7 de agosto de 2004
Hotel El Conquistador - Salón América, 10 º Piso
Suipacha 948 - Buenos Aires, Argentina
Sábado 7 de agosto por la mañana
Taller de redacción jurídica
Dirigido a traductores, intérpretes, abogados, escribanos y estudiantes de carreras afines interesados en mejor la redacción en español.
Toda la bibliografía reciente acerca del lenguaje jurídico coincide en que sus características principales deben ser la claridad, la sencillez y la concisión. Sin embargo, para un abogado, lo más común es decir 'satisfacción del canon locativo', en lugar de 'pago del alquiler'; 'imprimir dañosidad', por 'dañar'; y 'período gestal', para referirse al 'embarazo'. La propuesta de este taller se orienta a simplificar el lenguaje jurídico, con la convicción de que entender los escritos jurídicos es un derecho de todo ciudadano. La claridad del lenguaje ayuda a la transparencia de los actos.
* El lenguaje jurídico. Características. Clases de escritos * Cómo simplificar el estilo. Lenguaje claro en español * Organización de los textos * Párrafos y oraciones * Puntuación * La oración: el actor, la acción y el objeto. Extensión * Los incisos * Voz activa y voz pasiva * Economía de palabras * Empleo de sustantivos y adjetivos * La nominalización * El empleo del gerundio * Los conectores * Locuciones prepositivas y adverbiales * El léxico. Cada uno de los puntos del programa se explicará de manera práctica, por medio de ejercicios. Los textos en que se basan los ejercicios fueron redactados por abogados.
Pedro Mairal nació en Buenos Aires en 1970. Cursó la carrera de Letras en la Universidad del Salvador, donde fue profesor adjunto de Literatura inglesa. En 1998, el jurado integrado por Adolfo Bioy Casares, Augusto Roa Bastos y Guillermo Cabrera Infante le otorgó el Premio Clarín de Novela por Una noche con Sabrina Love. Ha publicado Hoy temprano (cuentos, 2001) y dos libros de poesía: Tigre como los pájaros (1996) y Consumidor final (2003). Desde 1997, diseña y dicta cursos de redacción para abogados.
Mariana Bozetti es profesora en Letras, egresada de la Universidad Católica Argentina. En la Universidad Torcuato Di Tella dicta Teoría y práctica de la escritura y Comprensión de textos y escritura. Como becaria de la Real Academia Española, en la Academia Argentina de Letras, colabora con la revisión de la Gramática de la RAE. Desde 1998, diseña y dicta cursos de redacción para abogados.
Horario de acreditación: de 8:30 a 9:00 - Taller: de 9:00 a 10:30 y de 11:00 a 13:00  - Pausa: 10:30 a 11:00
Sábado 7 de agosto por la tarde
Taller Intensivo de Traducción Jurídica de Derecho Procesal Español-Inglés
Dirigido a traductores, intérpretes, abogados, docentes y estudiantes del último año de dichas carreras.  
Objetivo: se traducirán al inglés distintos textos en español sobre Derecho Procesal Civil y Comercial argentino (diferentes tipos de escritos judiciales, peticiones, sentencias, apelaciones, etc.)
Patricia Mazzucco es Traductora Pública Nacional inglés-español y español-inglés, egresada de la Universidad de Buenos Aires. Tiene 24 años de experiencia en el área legal, comercial, financiera y contable. También he realizado trabajos de traducción sobre temas técnicos: petróleo, minería, agricultura, ganadería, ingeniería y electricidad, entre otros para los más importantes estudios jurídicos y empresas nacionales e internacionales. Actualmente está a cargo del Departamento de Traducciones del Estudio Baker & McKenzie como traductora in-house, y también trabaja como traductora free-lance, intérprete y perito judicial. Fue titular de cátedra en la Facultad de Derecho de la Universidad de Buenos Aires y en la Universidad Católica Argentina, en la carrera de Traductor Público Nacional. Es autora del "Diccionario Bilingüe de Terminología Jurídica", que fue el primer diccionario jurídico bilingüe publicado en el país en 1988. Este Diccionario fue el primer diccionario que se editó en CD-ROM en el año 1996 y recibió el Primer Premio de Lexicografía Bilingüe del Área Jurídica otorgado por la Facultad de Filosofía y Letras - Cátedra de Filología Inglesa de la Universidad de Extremadura, España, en 1996.
Colaboró en la redacción y corrección de la traducción al español del "Black's Law Dictionary" con el grupo de trabajo, en los Estados Unidos de América.
En el marco de nuestras Jornadas se presentará la Cuarta Edición del Diccionario Bilingüe de Terminología Jurídica inglés-español; español-inglés con CD-ROM, de Patricia O. Mazzucco y Alejandra H. Maranghello.
Horario de acreditación: de 14:00 a 14:30 - Taller: de 14:30 a 16:00 y de 16:30 a 18:30 - Pausa: 16:00 a 16:30
Informes e Inscripción: Torre de Papel -   - Tel./Fax: 00-54-11- 47752198
Vacantes limitadas. El pago deberá realizarse antes del evento para garantizar la vacante.
Los aranceles incluyen el servicio de cafetería de la mañana y de la tarde y los apuntes.
Formas de pago: efectivo, cheque personal, depósito o transferencia bancaria y tarjetas de crédito Mastercard, Visa o Amex.
Se entregarán certificados de asistencia.
Descuento por inscripciones grupales (mínimo diez personas).
Habrá sorteo de revistas y bibliografía.
Agencia de Viajes - Para asistentes del interior y del exterior
Planeta Tierra - Contacto: Sra. Virna  o Sra. Victoria
Tel./Fax: 00-54-11-4325-2232
Círculo de Traductores Públicos de Zona Norte - 
Fundación Litterae -
Icon -
Instituto Superior de Letras Eduardo Mallea -
Planeta Tierra Outdoors -
Planeta Tierra Viajes y Turismo -
Círculo de Traductores Públicos e Intérpretes de Zona Oeste  - 
Asociación Interamericana de Ceremonial - 

Readers of SHARE will by now have read in the previous issue, about the Winter Course to be held in Buenos Aires on July 19 and 20 and the session on personal growth (MINDING THE BODY, MINDING THE SOUL) on the previous day, July 18.
A propos of the whole day session on July 18, I have been asked questions such as whether any previous yoga experience is needed, or what is meant by touching as a way of healing.
The answer to the first question is that no previous yoga experience is necessary. The yoga asanas, which are only a part of the course, will be offered at different levels of difficulty, and in agreement with the yoga philosophy, each participant will go only as far as he/she is able to go.
The second question requires a more elaborate answer, which, I'm afraid may exceed the limits of this message. Still, in what follows I will do my best.
Practically all of us are surely familiar with the experience of touching or being touched to give or receive comfort, when we are in pain or when we want to express love or affection towards someone. This way of touching is spontaneous and requires no training. However, over and above the innate gift of touch that we all have, there are some simple techniques that can be used by most people to bring about relaxation, and at least some relief from pain in the receiver. It is some of these techniques that we will begin to explore on Sunday 18, as a learning experience, and as a small step in our journey. Nevertheless, I would like to make it clear that technique is not enough, and that our workshop is not about massage. We want to go beyond the technique and explore new territories, becoming fully aware that we have a body, but we are not a body. We are much more than that, but on this earthly existence we want to honour our body, since this is the means used by our soul to manifest itself! Touching from that perspective is something sacred and beautiful, which does not mean it cannot be lighthearted and fun. In fact, it had better be, so that it can bring joy to the giver and receiver and thus make him/her whole--the true meaning of healing.
I have been exploring the field of body work (different kinds of massage) for some time now, and am constantly reminding myself of the parallelism between learning and teaching a foreign language. I still remember my first experience touching a body and how I had no idea how to raise a leg, how to stretch an arm, how to rock a body, to give but a few examples. It really was like learning an entirely new language. I could point out the similarities, I could talk about perception of wholes, about chunking, drilling (they call it getting it in the muscle)and most of all making sense of itI learned from some brilliant teachers, and others that were rather inept, and I wondered in  which category  as a language teacher I fell into. Oh yes, being a learner of the language of the body is a wonderful experience, and precisely because it seems to be so remote from the concerns of the foreign language teacher, I would strongly recommend it. 
I hope I have now given you at least a glimpse of what is meant by touching as a way of healing.
As for the academic part of the WINTER COURSE, there have been a few changes, and I would like to bring them to your attention: we will be starting at 10:30 both on Monday and Tuesday rather than at 10:00, to give time to those who live outside Capital Federal to arrive on time.
The topics to be covered will be:
Monday, July 19
10:30 to 13:00 Correcting Errors: A different perspective
14:00 TO 17:00 Visualize to Learn
Tuesday, July 20
10:30 to 13:00 Empowering students to become better learners
14:00 to 17:00 Colloquial English as heard on TV sitcoms
I am delighted to report that English & Fun will be joining us on Monday afternoon during our coffee break and will be offering a thirty minute session on games. On Tuesday afternoon, at the end of the academic session, AQA (Assessment and Qualifications Alliance) will be joining us for a short session on international exams.
July 18
All sessions are given by Oriel E. Villagarcia, M.A. in Linguistics for English Language Teaching, University of Lancaster, Master Practitioner of NLP, Certificate of Completion, NLP University, Santa Cruz, California, Certified Administrator of the MBTI, Florida, Certified Practitioner of Breema, Oakland, California, Fulbright and British Council Scholar. Oriel has taught at the Catholic University of Salta, National University of Rio Cuarto and National University of Santiago del Estero and is co-founder of ASPI (Asocociación Salteña de Profesores de Inglés) and FAAPI (Federación Argentina de Asociaciones de Profesores de Inglés).
For the academic sessions on July 19 and 20: SBS Palermo, Coronel Diaz 1747, Capital Federal.
For the personal growth session on July 18: Gascón 1681, Capital Federal
Each academic session is $20, any three $50 and all four $60. The personal growth session is $30 and no discounts apply.
To ensure a seat, register in advance personally at any of the SBS bookshops (addresses at
Please note that given that vacancies are limited we cannot reserve your seat unless you have paid for it.
If for any reasons you missed the issue of SHARE previous to this one where the whole program was presented email to get a brief abstract of the subjects to be covered.
For further information, write to
Lastly, I take this opportunity to thank SHARE for spreading the news about this innovative event, and look forward to seeing a number of you during the TOOLS FOR TEACHERS WINTER COURSE.
Our dear SHARER Laura Szmuch  writes to us:

" I work in a company, and my students are so stressed that I can hardly teach them English."
"The manager I teach on Fridays works from 7 am to 9 pm almost everyday.  I feel terrible because it is impossible for me to do my job.  When I get to his office, the last thing she wants to do is learn English."
"The kids in the school I work for are so lazy....well, I guess they are tired..I don't know....I don't seem to be able to find a way to reach them, to do something which is worth both my  and their time."
"Managing discipline, marking, evaluations, the housework, my family........  is too much.  I wish I could find a way to get energy from....I don't know where...."

These are typical comments we hear from teachers these days.  Fuelled by a great sense of responsibility, most teachers don't allow themselves to stop and reflect about their own lives and professions.  They complain about overworked students who literally live for their jobs and nothing else than that, and most of them don't notice that , in fact, they are speaking about themselves.

As we always say, ours is a profession of giving.  What do we get in exchange for the job we do?  We receive a salary, it's true.  Whether it is high or low is not important.  The important thing is how we feel about the fact that sometimes we can't see the results of what we do, or we have so many blocks on the road that teaching becomes "Mission Impossible".  We have been trained to teach, not to solve other people's problems or work as therapists.  The great frustration stems from the fact that sometimes we are not doing what we really want to be doing.  Reality is different from the ideal situations we imagined in Teacher Training College.

As we know from NLP presuppositions, the only thing we can change or influence directly is ourselves.  What happens in our jobs will continue to happen.  And the decision here is ours: shall we continue to feel that suffocating sensation that we are merely surviving or shall we  start to do things in the direction of thriving?  For things to change, we must change.  There are so many things we can do to "sharpen our tools", to reduce our own
anxiety, to break and breathe, to relax, to enjoy our lives and our jobs a lot more, to establish meaningful contact with our students, to become aware that we are important and the best thing we can do is to look after ourselves properly.  Before  Mother Teresa  (at that time, Sister Teresa) started her Mission of Charity, she worked so much for the poor that she became very ill.  The nurse that helped her taught her a very important lesson:  "To be useful to others, first you must learn to take care of yourself.  You need a lot of discipline: at least three good meals a day, plenty of rest and one free day a week.  If you are not in a good physical, mental and spiritual condition, you can't help anyone else."

When I read the nurse's wise words several years ago, I realized that I myself needed to learn all  that.  Of what use could I be for my students if I was tired all the time, or with a strong desire to be somewhere else?  I discovered that a good teacher needs high quality time for herself, and both her body and soul have to be nurtured, as well as the mind. The point is that sometimes we think we are only a mind and we tend to forget about the other two........If you have ever felt that there is more to life than what you can perceive now, stop, breathe and do something about it.  Change your level of awareness.  Open your perspective.  Smile an inner smile.  Learn to shine.  Change the
idea of surviving for the amazingly beautiful notion of thriving. Enjoy life.  Share. Meditate. Express your love.  Flow. Connect. Radiate. Shine. Stretch. Look up.
Give your soul a Spa.

A Spa for your Soul

This 3-day NLP course is designed to provide participants with:

Ideas to organise their time and activities in a functional way
Close examination to their beliefs and values in connection with their personal and professional life
Special techniques for goal setting
How to deal with stress (their own stress and their students')
Visualisation and relaxation techniques
Small changes in behaviour that foster good communication
Suggestions on how to capitalise from the positive aspects of their experience.

Laura Szmuch is a graduate of  INSP "JVGonzález", and Master Practitioner and Trainer in NLP.  She applies NLP to her English teaching in her studio in Capital Federal.  She is the co-founder of Resourceful Teaching and together with Jamie Duncan, produces a fortnightly e-zine called RTNews. She has written "Aprendiendo Inglés, y disfrutando el proceso", and co-authored "Really Thriving" of forthcoming publication.

This special course will take place in Gallardo 719, Ciudad de Buenos Aires (not Angel  Gallardo)
Date:       July 29, 30 and 31
Time:      Morning:  from 10 to 13  - Afternoon:  from 14:30 to 17:30

Very Limited Vacancies (Small group policy)
For registration contact : Laura Szmuch - Resourceful Teaching - 4641-9068
Gallardo 719 (1408) Ciudad de Buenos Aires.
Our dear SHARERS from Leeds School of English have sent us this invitation:
The A to Z of English Teaching in Kindergarten and the First Three Forms
by Laura Campagnoli
Specially designed for teachers in kindergarten and the first forms.
August 21 (9 a.m. to 14 p.m.)
Fee: $ 50  / $ 45 for Students from College and teachers from state-run Schools.
Second Language Acquisition. How to deal with phonological and structural
problems. Routines, Activities for the development of the oral skills: songs, rhymes,
chants, dramatization, games, riddles and story-telling. The use of verbs. How to
develop reading and writing. Testing at this level. How to make the most of the English lesson through practice in the multimedia lab.
For further information contact
Leeds School of English
Zabala 1686, Capital Federal - Tel: 4783 4414 / 4788 5052 –
Our dear SHARER Patricia Tanke Paz has sent us this announcement:
El Departamento de Lenguas de la Facultad de Filosofía y Letras de la Universidad Católica Argentina  y el Centro de Graduados en Lenguas Vivas anuncian la realización del Tercer Encuentro de Profesores y Traductores de Inglés, bajo el lema "Dimensiones actuales de los profesionales de la Lengua Inglesa".
Lugar y Fecha: Auditorio Santa Cecilia, Edificio San Alberto Magno. (Alicia M. de
Justo 1500. Puerto Madero- Capital.
21 de agosto (Encuentro para profesores)
28 de agosto (Encuentro para traductores) 
Sábado 21 de agosto: Encuentro de Profesores
Acreditación: 8.30 hs.
Inicio: 9:00 hs.
Apertura: Breves palabras a cargo de la Directora del Departamento y  de la Presidente del Centro de Graduados
9.15 a 10.15: Exposición: 
"Effective role-play activities for adult learners"
Lic. Ana María Bozzi de Bergel
10.15 a 10.30: Preguntas
10.30 a 11: Pausa / Café
11 a 11.50: Exposición:
" Are games a serious matter?"
Prof. Fernando Armesto
11.50 a 12: Preguntas
12 a 12.50: Exposición:
"Creativity: Painting with all the colours of the wind"
 Lic.Omar Villarreal
12.50 a 13: Preguntas
Cierre y Entrega de Certificados.
28 de agosto: Encuentro de Traductores
Acreditación: 8.30 hs.
Inicio: 9 hs.
Apertura: Breves palabras a cargo de la Directora del Departamento y  de la Presidente del Centro de Graduados
9.15 a 10.15: Exposición: 
"Traducción y Tecnología: la dupla perfecta para un trabajo más eficaz y fiable"
T.P. Gabriela Alejandra Gonzalez
10.15 a 10.30: Preguntas
10.30 a 11: Pausa / Café
11 a 11.50: Exposición:
" Mercado Internacional de la Traducción"
T.P.  Aurora Matilde Humarán
11.50 a 12: Preguntas
12 a 12.50: Exposición:
"Normas y Valores de los Fundamentos de la Traducción"
Dra. Silvia Kenny de Cavanagh
12.50 a 13: Preguntas
Cierre- Entrega de Certificados.
La entrada para cada jornada tendrá un costo de $ 10.
Informes e Inscripción
Facultad de Filosofía y Letras – Contacto: Prof. María Magdalena Castro Nevares
Edificio San Alberto Magno, Puerto Madero - Avda. Alicia Moreau de Justo 1500, PB
Tel. (54 11) 4349-0200 int. 822 - Fax (54 11) 4349-0200 int. 444
Atención de Lunes a Viernes de 10 a 13 y de 17 a 19 hs.
Our dear SHARER Pierre Stapley has sent us this message:
Stapley Educational Services organises 3-day English Immersion Colonies for schools and institutes in the Hills of Cordoba near the town of Mina Clavero. All colonies have a native speaker, either from the UK or from the USA, depending on your choice. We organise everything: transport from Buenos Aires, accommodation, food and the colony itself.

The cabin resort has fully equipped cabins and boasts a swimming pool with a fantastic view over the valley. Transport from Buenos Aires is with Chevallier's "coche-cama" service to ensure a higher standard of safety.

If you're a head of an institute or school and are interested in organising your own colony, then please feel free to call Pierre on 011-4259-6632 or send an e-mail to  I'd be more than happy to meet you personally to explain about the colonies and answer any questions you may have. Further information about the colonies and previous events can be seen at

Our dear SHARER and friend Joicede Brito e Cunha wants to SHARE this piece of information:
Oficina de Teatro - "Expressão e Desinibição"
com Joice de Brito e Cunha
Com o apoio do Instituto Cultural Brasileiro  Norte-Americano, Companheiros Das Américas, e VSA Indiana,
* Oficina direcionada a pessoas portadoras de deficiência visual.
* Objetivos - oportunizar crescimento pessoal e desenvolvimento da expressão artística através do teatro, desenvolvendo também a capacidade de interação em grupo, expressão verbal e corporal, projeção vocal e dicção, favorecendo a capacidade de falar em público,  a auto-estima e a desinibição.
* Serão desenvolvidos exercícios de sensibilização, improvisação, expressão corporal, projeção vocal e articulação, técnicas de interpretação e criação de personagem.
* A oficina terá a duração de 24 horas, que serão desenvolvidas às sextas feiras (3 horas diárias) de 20 de agosto a 8 de outubro/2004.
* Horário: das 17:00 às 20:00 hs.
* Local: Auditório do Instituto Cultural Brasileiro  Norte-Americano - Rua Riachuelo 1257, Centro, Porto Alegre.
* Inscrições no local mediante uma contribuição de R$ 50,00 (todos os recursos recolhidos serão utilizados para custos de produção).
* Vagas limitadas - 16 participantes.
* Informações: Cultural: 3225-2255  - Joice: 3333-7086
Joice de Brito e Cunha graduou-se como professora de inglês pela PUCRS em 1972 e leciona no Instituto Cultural Brasileiro Norte-Americano desde 1974. Fundou o DRAMA CLUB em 1989 e o coordena desde então. É também atriz e diretora teatral, tendo participado profissionalmente de mais de 20 peças teatrais. Tem ministrado "workshops" sobre o Uso de Técnicas de Teatro no Ensino de Inglês em diversos seminários no Brasil e também  na Argentina e Uruguai.
Recebeu dois prêmios: um de poesia em 1978 "Apesul Revelação Literária" e outro, o troféu "Tibicuera" como melhor atriz de teatro infantil de 1980.
É também "bonequeira" e trabalhou em programas infantis em duas estações de TV locais (TV Guaíba e TV Educativa).
Em 1997, a convite do Cultural, fez um curso em Cambridge, Inglaterra sobre "Programação Neurolingüística e o Cérebro Criativo". É também "Practitioner" em Programação Neurolingüística pelo "Centro Sul-Brasileiro de Programação Neurolingüística", coordenado pelo Dr. Nelson Spritzer, onde cursa atualmente o nível "Master Practitioner".
Em janeiro/fevereiro de 2004, esteve  3 semanas em quatro diferentes cidades em Indiana (USA), onde, por ocasião do seu projeto: "DRAMA IN LANGUAGE TEACHING AND AS A TOOL FOR PERSONAL GROWTH", proferiu palestras e aulas em várias instituições educacionais, ligadas ao ensino de Artes para o desenvolvimento de pessoas com necessidades especiais. Este projeto é parte do programa "Teacher in residence"  patrocinado pelos Companheiros Das Américas e pelo Instituto Cultural Brasileiro  Norte-Americano.

Asociación de Profesores de Inglés de Buenos Aires announces their forthcoming Special Interest Groups Meetings:
Name of SIG
Date & Time
Applied Linguistics
Saturday July 3rd  – 10.00 - 12.00
Liceo Cultural Británico
Av. Corrientes 5305
Forum plus   
Face-to-face meeting
Saturday August 28th
2.00 pm  - 5.00 pm
Instituto Polimodal “Arzobispo Jorge Matulaitis" Brasil 835  - Avellaneda.
Critical Theory & Literature (La Plata)
Saturday July 3rd
9.00  - 12.00
(2 sessions of 1 hour 15’, with a 30’ break)
Centro Cultural “Islas Malvinas “ Calle 50 entre 19 y 20 –  La Plata
Saturday July 3rd  –11.15 - 12.45
Cultural Inglesa de Buenos Aires (CIBA). Viamonte 1475.
Literature & Cultural Studies
Saturday August 14th
10.30  - 12.30
To be confirmed
Saturday July 3rd
9.30 – 11.00
Cultural Inglesa de Buenos Aires (CIBA). Viamonte 1475.
Second Language Teaching (Bernal)
Saturday July 3rd
10.00 - 12.00
ISFD Nro 24  Avellaneda 177, Bernal, Prov. of B.A
Second Language Teaching (Lomas de Zamora)
Saturday August 28th
10.00 - 12.00
ISP "Pbro Dr.Antonio Saenz", Calle Saenz 740, Lomas de Zamora, Prov. of B.A.
For more information, contact: APIBA SIGs
Office Hours: Mondays 10.30 to 12.30 pm (Librería Rodriguez- Sarmiento 835, Bs.As.)
Wednesdays 10.30 to 12.30 (Librería KEL- M.T. de Alvear 1369, Bs.As.)
Tel / Fax: (+54 11) 4326-3927

Our dear SHARER Alicia López Oyhenart writes to us:  --Issue #19-- 70,000!
We are proud to announce that we have not only reached that impressive number of people with our magonline but also permanently increased the amount of subscribers to whom we remain sincerely grateful.
Issue # 19 contains the usual mid-year EXAM ZONE with tests for all level classes and mock exam practice. FILM ZONE has cool activities based on Shrek, Spider-man2, The Firm and Richard III.
There is a FRIENDS UNIT with activities, crafts & songs and Guest Writer James Archer, creator of TPR, tells it as it is.
The usual teacher Survival Corner with helpful tips and an outdated account of ELT events and Training Courses.
E-teachingonline announces its Winter Training Courses:
July 22  9:30 am"How to teach TOEFL and help your students get top scores": the computer adaptive format will be analysed and successful procedures examined. Attendants will be able to see a Power Prep to evaluate exam material. A three-hour workshop  Fees:   $30= deposit Banco Rio Cta Cte: 187-370/2  ( See Venue below)  
July 23: 9 to 11 - 11:30 to 1:30 ? THE LANGUAGE TEACHER 2004 CLINIC
a four-hour language update. The course will explore :
Using humour to teach language. A lively workshop with loads of activities to help your students understand sit coms, movies, songs, etc.
The English teacher as a professional. What is it exactly?
Teacher training & teacher development. Why the distinction?
Teaching Resources of Y2003: How to use all the modern technological tools in the English class: CDRoms, Word Processors, Internet, e-mail, Cable TV, newspapers on line to help you motivate and teach.
In the computer class. Presentation of great activities.
Media Literacy: why is it an essential life skill for today's young people.
Some language reviews and updates. We will deal with some of those current colourful idioms and everyday expressions that brighten up your class.
Fees: $ 40= Form of payment: deposit Banco Rio Cta Cte: 187-370/2 
Certificates of Attendance 
Venue : The New England School of English   Santa Fe 5130 Capital
Contact: 4782-2582 If you want Alicia to visit your institution/city with these and/or other courses, contact her and make arrangements.
Lecturer: Alicia López Oyhenart. A graduate of the ISN Joaquín V. González, she specialized in English for Special Purposes at Columbia University, New York. Co-author with Mabel Uranga of How?1 & 2 -Co- author with Celia Zubiri of Bessland Parts A & B-Kel Ediciones, Co-Editor of E-teachingonline, the first activity magonline for E. teachers in Argentina. A regular contributor to The Buenos Aires Herald (Education) since 1999 among a wide variety of teaching activities at Secondary and University level.

We would like to finish this issue of SHARE with this quotation that Mariela Starc from Universidad Nacional del Sur sent us:
“If there’s righteousness in the heart, there will be beauty in the character. If there’s beauty in the character, there will be harmony in the home. If there is harmony in the home, there will be order in the nation. When there is order in each nation, there will be peace in the world.”
Beautiful, isn´t it? But...who wrote it? Maybe we will have an answer for our next SHARE.
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.