An Electronic Magazine by Omar Villarreal and Marina Kirac ©


Year 6                Number 149              June 21st 2005

8560 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




We regret to announce that our dear colleague Maria Isabel Recamán passed away on June 6th in the city of Santa Fé after a long illness.

Maria Isabel was probably one of the finest phoneticians in our local ELT scene and a respected and well-loved teacher educator. What Maria Isabel meant for her students at “Profesorado” cannot be rightly described with words. She was an inexhaustible source of inspiration and constant encouragement for those who, like her, had chosen to live the life of a true teacher. For us, her colleagues, who knew of her devotion to the education of future generation of teachers and her commitment to the profession, she was and will always remain model to imitate. It is in this spirit that we want to remember her today and to pay tribute to her outstanding career in and outside the classroom. She will always be in our hearts.


Omar and Marina




In SHARE 149


1.-    Metalinguistic Transfer in Spanish/English Biliteracy.

2.-    Catering for different “Kinds” of Children.

3.-    Teaching English to Learners with Special Needs.

4.-    The First Anglia Congress for ELT Professionals.

5.-    Minding The Body, Minding The Soul.

6.-    Encuentro de Formadores de Docentes.

7.-    Lecture by Dr. JoAnn Crandall at ICANA.

8.-    Fourth Translation and Interpretation Conference.

9.-    A Few lines from The Bs As Players.

10.-   News from Pitman Qualifications.

11.-   Online Course on Portfolio Assessment.

12.-   Circle Dance Workshop.
13.-   Don Quixote and the Adventure of Reading.

14.-   Enseñanza de Español para Extranjeros: Curso a Distancia.

15.-   Sobre Piaget y Vygotsky: Presentación de Libro.






Our dear SHARER Laura Fernandez Consoli has generously offered to SHARE this article with all of us.


Metalinguistic Transfer in Spanish/English Biliteracy


Jill Kerper Mora
San Diego State University



Role of Teachers in Biliteracy Development


Teachers in bilingual/ESL programs are not simply second-language teachers, nor are they exclusively literacy teachers. They are required to develop the full range of language skills, plus reading, writing and content-area knowledge with language-minority students. To accomplish this, the bilingual/ESL practitioner must apply theories and principles from psycholinguistics related to second-language acquisition along with effective literacy practices. Studies of bilingual literacy development and cross-linguistic transfer of skills indicate that there is a high level of transfer of skills and strategies from the first to the second language in reading. Researchers conclude that the greater the similarity in the writing systems of the two languages, the greater the degree of transfer, thus reducing the time and difficulties involved in learning to read the second language (Odlin, 1989). In contrast to the high level of sound-spelling correspondence, English has 44 phonemes with many spelling pattern variations for representing these sounds. Although the consonants in English usually have a one-to-one correspondence with the sound they represent, there is rarely a one-to-one correspondence between a letter representing a vowel and the sound of the vowel. This is an area where children learning to read English a second language may encounter some stumbling blocks.

A fundamental principal in the use of the primary language for initiating reading instruction in bilingual education is the linguistic interdependence of language acquisition and the transfer of literacy skills from the primary language into the second-language of the bilingual learner (Legarreta-Marcaida, 1981; Miramontes, et al., 1997; Roberts, 1994). Teachers’ belief in the positive role of the primary language in development of cognitive academic skills and the value of primary language instruction in building the cultural identity and self-esteem of bilingual students is germane to the effective implementation of transitional bilingual education programs. Moreover, teachers in different types of bilingual/ESL and mainstream programs designed for English language learners would be operating under differing philosophies of biliteracy instruction, according to the program design and needs of the students. The National Association for Bilingual Education (1995) reported a compendium of research findings concluding that when taught by teachers who understand and believe in the important role of primary language in literacy learning, ELL students showed higher levels of achievement in school.

Alphabetic Principle in Spanish and English

The smallest minimal cue to meaningful reading of a first and second language is the phonological or sound system as it is related to the orthographic or writing system of the language. When initial reading instruction is conducted in Spanish, a phonics or analytical approach is commonly used because Spanish is a phonetic language with a very consistent set of phonics rules (Thonis, 1983). The Spanish alphabet has 29 letters that represent 24 phonemes, with five vowel sounds represented by the five vowel letters spelled in a one-to-one correspondence that is mostly consistent. Exceptions are the consonants (c, g) that represent different sounds, depending on what vowel follows in fixed spelling patterns. Other possible points of confusion in an otherwise regular spelling system, are e letters such as the "b" and "v", which represent sounds so close in pronunciation that they are often transposed in spelling. Since the vowels in Spanish "say their own name" and the consonant names contain vowel sounds that adulterate the letter-sound correspondence (i.e., f = efe), usually teaching the names of letters in the alphabet is delayed until the reader has mastered the grapheme-phoneme relationships (Thonis, 1983).


Not only is decoding a challenge, but language minority students who are learning English may have difficulty with auditory discrimination of sounds that exist in English that do not exist in the readers’ first language. For example, the short /i/ sound, as in the English words bit and kid, does not exist in Spanish. Therefore, a Spanish speaker learning English will oftentimes fail to identify this phoneme and may encounter difficulty pronouncing the sound as well.


Studies on phonemic awareness and the transferability of first-language reading skills in bilingual programs demonstrate that phonics instruction is important in laying the foundation of decoding skills for proficient decoding and comprehension in reading a second language. Durgunoglu,, Nagy, Hancin (1993) investigated the factors influencing the English word identification performance of Spanish-speaking non-fluent readers. They found that the readers’ performance on tests of letter naming, Spanish phonemic awareness and Spanish word recognition predicted their ability to recognize English words and pseudo-words. They concluded that there is cross-language transfer of phonemic awareness and that first language skills can aid children in the beginning stages of reading. The research findings suggest that teachers of English language learners need a broad repertoire of skills for teaching the grapheme-phoneme relationships in English to students who may be unfamiliar with the English sound system. A component of these skills must be the ability to make students aware of the differences in the sound and spelling systems of L1 and L2 so that the proficient reader of Spanish can transfer knowledge into effective strategies for reading in English.


The study of word formation and the components of words, or morphology, is also a part of the foundation for decoding Spanish, due to the high number of meanings signaled by word derivations. Root words and inflections are also taught since nouns are inflected for number and gender and verbs for agreement in person and tense. Consequently, morphological clues are relied on heavily to recognize Spanish words, so structural analysis often precedes or accompanies the teaching of sight reading vocabulary.

In English, of the 20,000 most commonly used words, 20% have prefixes; and among these words 15 prefixes comprise 82% of the prefixes used (Roe, Stoodt & Burns, 1987). Since many of these words in English share common roots in Greek and Latin with their Spanish equivalents, there exist a large number of cognates, or words that have the same meaning in the two languages. There is evidence that word structure analysis skills transfer from Spanish to English in reading and the bilingual readers capitalize on these cognates. In their study of strategies employed by bilingual Spanish-English readers, Jiménez, García and Pearson (1996) found that the identification and utilization of cognates in resolving unknown words was a distinctive feature of bilingual readers’ repertoire of skills when reading in both languages.


Approaches to L2 Reading Instruction


Fitzgerald (1994) related certain theoretical positions toward second-language acquisition to ESL-literacy instructional approaches. The theories teachers’ espouse influence whether they view L2 reading as a "top-down" or "bottom-up" process, and whether or not they focus on sub-skills of language or on meaning-based reading activities. These strategies were equated with the phonics-skills or whole language approaches to reading instruction. The same continuum of reading methods and approaches that is the subject of debate among teachers of English language arts exists among educators in the Spanish-speaking nations. The continuum for Spanish reading ranges from synthetic methods that focus on part-to-whole strategies to holistic and meaning-focused approaches using sight word methods and narratives, with a mid-point of "métodos integrados" representing a balance (Medina, 1989). The most common sequence for teaching Spanish reading is based on a synthetic approach. Study of individual consonant and vowel letter-sound associations is usually followed by instruction in combining consonants and consonant blends into syllables to form words. These words are then decoded and studied in the context of sentences, either in isolation or in short stories or narratives (Freeman & Freeman, 1997; Thonis, 1983).


Miramontes, Nadeau, & Commins (1997) raise concerns about the applicability of some principles of both the phonics and whole language approaches to second-language readers. They indicate that the whole-to-parts perspective assumes that students have been exposed to a wide range of literacy experiences in their surroundings in the language they are expected to read and write in school. The students’ level of language proficiency in English delimits the level of sophistication with which students can engage in such literacy activities as invented spelling, sounding out words, or expressing ideas. Moll (1994) concluded from his research with Hispanic students in Arizona that the most effective reading approaches with bilingual student populations is a more interactive, comprehension driven or meaning-centered approach where teachers build on the oral language traditions and patterns from students’ cultural and home environments to develop literacy.


The principles and features of whole language that researchers have found to promote biliteracy are the use of a rich array of children’s literature that both includes narrative forms typical of particular cultures, such as folk tales, fables and legends. The use of classic literature with universally appealing messages and values is also recommended (Crawford, 1993; Freeman & Freeman, 1997; Hollingsworth & Gallego, 1997). Consequently, items regarding the use of children’s literature and the principles of the whole language approach were included to indicate the level of belief in these strategies for reading instruction with English-language learners.


Research Hypotheses About Biliteracy and L2 Reading


Current research in the literacy achievement of students who are speakers of a native language (L1) other than English and who are learning to speak, read and write in English as a second language (L2) concentrate investigations into the following areas of inquiry. These research questions have implications for educators in design and implementation of language and literacy programs for bilingual L2 learners.


1. Relationship between competency or proficiency in the native language (L1) and reading achievement in L1 and/or L2

2. Relationship between overall reading abilities in L1 and in L2.

3. Simultaneous versus sequential development of L1 and L2 literacy

4. Relationship between English language proficiency and reading abilities in L2 English

5. Cross-linguistic transfer of particular metalinguistic awareness and knowledge in L2 and reading achievement in L2 English including phonemic awareness and phonological development, phonemic-graphemic knowledge and syntactic feature recognition

6. Similarities and contrasts between knowledge and employment of particular reading strategies in L1 and their use in reading in L2 including word recognition strategies, cross-linguistic processes, intratextual perceptions, metacognitive strategies, prior knowledge and schema formation


Researchers have examined a combination of possibilities around the following hypotheses to explain the literacy performance of bilingual learners who are proficient readers in their L1 (Constantino, 1999):


  1. Poor reading in the L2 is due to poor reading ability in the L1.
  2. Poor reading in the L2 is due to lack of proficiency in the L2.
  3. Poor reading in the L2 is due to incorrect reading strategies in the L2.
  4. Poor reading in the L2 is due to not employing the L1 reading strategies in L2 reading, due to lack of proficiency in the L2.


Constantino (1999) documents that the preponderance of the evidence in most studies points toward a lack of proficiency in an L2 as being the primary reason for L2 reading difficulties, at least at relatively low levels of L2 competence (Alderson, 1984; Cziko, 1978; Kamhi-Stein, 1998; Lee & Schallert, 1997).  In the case of advanced L1 readers, poor reading in an L2 is due to a lack of L2 proficiency which causes them to transfer and use only basic reading strategies when reading in the L2 (Carrell, 1991; Clarke, 1978; Kamhi-Stein, 1998; Lee & Schallert, 1997).


Research evidence also supports the conclusion that proficient bilingual and biliterate children and adults have heightened metalinguistic awareness and knowledge that may enhance their ability to use linguistic processes and analysis in L2 reading (Albert & Obler, 1978; Bialystok, 1991; Cummins, 1976; Gass & Selinker, 1983; V. González, 1999, Goswami, 1999; Muñiz-Swicegood, 1994; Zunkernick, 1996).


Transfer of Metalinguistic Knowledge


A theory of L2 language acquisition that informs literacy instruction for teachers of bilingual learners is the cross-linguistic transfer hypothesis (Hornberger, 1994; Koda, 1997, Odlin, 1989). This theory posits that knowledge is transferred from the learners first language into the performance of cognitive and linguistic tasks in the second language. The cross-linguistic hypothesis suggests that the greater the similarity in the writing systems of the two languages, the greater the degree of transfer, thus reducing the time and difficulties involved in learning to read and write the second language (Odlin, 1989). 


Below is a table showing the metalinguistic knowledge that bilingual readers acquires in their first language and transfer to their second language as they develop literacy in Spanish and English.


Transfer of Metalinguistic Knowledge
in Spanish/English Biliterate Students


The alphabetic principle and Spanish orthography

The alphabetic principle and English orthography

There are 29 alphabet letters that represent 24 phonemes.

There are 26 alphabet letters that represent from 40 to 52 phonemes. 20 English phonemes have spellings that are predictable 90% of the time and 10 others are predictable over 80% of the time. There is a high level of correspondence between most Spanish letter-sound relationships and their English equivalents.

The spelling of words can be derived by listening for its component phonemes and writing the corresponding letter. There is only one correct spelling for every word. We know how to pronounce every word we read based on its spelling.

Segmenting words into sounds provides clues to their spelling most of the time. However, spelling in English also varies according to the position of the sound in a syllable, what sounds come before and after a given sound and the morphological structure of the word. Occasionally, a spelling will represent more than one word (read-read) so we have to use meaning as a clue to recognize the word.

Some phonemes are spelled using more than one letter (ch, ll, rr). Other than these cases, if a letter is doubled, both letters are pronounced (leer).

Many letters in English are used as markers that signal the sounds of other letters. These letters have no direct relation to the sounds in the word. Doubled letters may be part of a spelling pattern and frequently represent only one phoneme.

There are 5 vowel letters and 5 vowel sounds that are consistent. They are always spelled the same, except for i which is sometimes spelled with a y (i griega) such as in soy, voy, y.

There are five vowel letters and 15 vowel sounds in English. There are many different patterns used to spell these vowel sounds.

A few phonemes can be spelled in more than one way (/h/= g or j as in jirafa, girasol; /s/ as in cita, sitio; /k/= c & qu as in casa, queso).

There are 19 consonant phonemes that are sometimes spelled using more than one letter.

Dividing words into syllables is helpful in knowing how to pronounce and spell them. Syllabification rules are regular. Syllables either contain a single vowel and or a diphthong. Diphthongs are a combination of a  weak vowel (i, u) with a strong vowel (a,e,o) or two weak vowels.  When we can pronounce words and break words into syllables and apply certain rules, we know how to place written accents correctly.

Dividing words into syllables is helpful in knowing how to pronounce and spell them. There are six different types of syllables: open, closed, vowel-consonant-e, etc.  Syllabification often depend on word meaning and origins, so we must use such word parts such as prefixes and suffixes for correct division and spelling of syllables.

Parts of a word (morphemes) can be added or changed to change the meaning of the word. The meaning changes include verb tense, number and gender and agreement in number and gender, size and affection (-ito, -ón).

Parts of a word (morphemes) can be added or changed to change the meaning of the word. Many parts of words in English do not change the way they are required to in Spanish.




Effective L2 Literacy Teaching


Teachers need a level of specialized knowledge of second language acquisition and biliteracy development to maximize the effectiveness of literacy instruction for second-language readers. This knowledge is described below:


  1. The relationship between oral language proficiency and the development of reading skills and the progression of learning the component skills of listening, speaking, reading and writing.
  2. The contrasts and congruence points between the first and second languages and methods of contrastive linguistic analysis between the first language of readers and English.
  3. The difficulty level of the reading materials based on unfamiliar or culturally different vocabulary, syntactic complexity and text structure and the purpose of the reading task.
  4. Methods of assessing students’ reading levels to determine to avoid frustration and select the appropriate instructional level of texts for direct instruction and the independent level of reading for comfortable and productive independent reading activities.
  5. Students’ learning styles and related reading styles and interests for selecting appropriate instructional strategies that are congruent with cultural learning orientations as well as idiosyncratic preferences.
  6. Literacy patterns of the students’ families and culture including how reading is taught in the students’ native language and rhetorical patterns commonly used in written text in the native language.
  7. A variety of methods and approaches for teaching decoding and comprehension including principles from phonics, skills and whole language approaches.
  8. Criteria for selecting appropriate reading materials based the redundancy of linguistic forms, conceptual complexity and cultural relevance to the reader of the text.


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     Miramontes, O.B., Nadeau, A., & Commins, N.L. (1997) Restructuring Schools for Linguistic Diversity. New York: Teachers College Press.

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     Mora, J.K. (2001a). Effective instructional practices and assessment for literacy and biliteracy development. In S. R. Hurley & J.V. Tinajero (Eds.) Literacy Assessment of Second Language Learners (pp. 149-166). Boston, MA: Allyn and Bacon.

    Mora, J.K. (2001b). Learning to spell in two languages: Orthographic transfer in a transitional Spanish/English bilingual program. In P. Dreyer (Ed.), Raising Scores, Raising Questions: Claremont Reading Conference 65th Yearbook, 64-84. Claremont, CA: Claremont Graduate University.

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©  by Jill Kerper Mora






Our dear SHARER Anna Gregory wants to SHARE this article with all of us:


Discipline Ideas

By Anna Gregory


The Apathetic


I. Behaviour:

Specific attitudes and actions of this child at home and/or at school. Doesn’t pay attention in class. Doesn’t do assignments and, therefore, has poor grades. Will not enter into any class discussions, or discussions regarding anything. Has a poor sense of self. Immature and easily distracted to relatively unimportant matters. Has a short attention span. Frequently absent, tardy, or both. Isolates him/herself socially. Generally has a sloppy personal appearance and negative attitude. Displays "I don’t care" attitude in everything that he/she does. In many ways, seems emotionally dead. Tends to be slow in physical movements—even in leaving class. Doesn’t have a lot of friends. Personal history is not marked by success. May watch TV excessively, or spend time driving or riding in cars.

II. Effects:

How behavior affects teachers, classmates, and parents in the school learning environment and the home family situation. Other marginal students are influenced to become apathetic as well. Importance of academic work and the school itself is diminished. Teacher becomes frustrated easily and frequently with his/her lack of success in trying to motivate this student. Class morale is often lowered. Other students often become disturbed and can’t concentrate themselves. Teacher often devotes too much time to the apathetic student, and ends up losing control of the class. Continued prodding during class time is necessary. Necessity of make-up work, extended deadlines, and varied standards is increased. Teacher may ignore student’s existence if he/she is not a troublemaker.

III. Actions:

Identify causes of misbehavior. Pinpoint student needs being revealed. Employ specific methods, procedures, and techniques at school and at home for getting the child to modify or change his/her behavior. Primary cause of misbehavior: Self-Confidence: Due to a feeling that he/she has little worth, this student feels rejected. Primary needs being revealed: Escape from Pain: The apathetic person is feeling a lot of pain and chooses to be apathetlc as a means of insulating him/herself from others who might possibly cause him/her pain. Secondary needs being revealed: Affiliation: This student needs to develop a close friendship with an adult or peer. Gregariousness: This student needs to belong to a group of some kind. Such a membership increases motivation. Status: He/she needs to improve self-esteem and develop a sense of being a worthwhile person, important to someone. Provide the student with short-term tasks for which goals are clearly seen and clearly achievable. This strategic action is an absolute. Ask for his/her opinions during class and after class. Give concrete rewards for any altered behavior. Find a "payoff" for the apathetic student which will turn him/her on to learning in the school. It may be an extra-class activity. Remember, involvement is a key. Therefore, involve the student in the learning process by creating a sense of ownership. It must be the student’s room, teacher, and class, before he/she will become involved. Never forget, this student doesn’t believe anything belongs to him/her. Attempt to make materials more relevant and available to the student. Accept the fact that not everything that happens in the classroom or in the school is going to be of interest to everyone, and that some students who are not really apathetic may be labeled thus erroneously. Contact parents immediately when you begin to observe this problem. Don’t wait until the student is so far behind in his/her work that this, rather than the apathetic behavior, becomes the primary problem. Seek input from the counselor or from other teachers who have had this student in their classes. At every opportunity, express your concern and your desire for this student to succeed. Until you can give the student a win, he/she will remain apathetic. Therefore, consider adjusting your standards to reach this student. This action is a primary consideration in changing the behavior. Too, you may have to forget make-up work.

IV. Mistakes:

Common misjudgments and errors in managing the child which may perpetuate or intensify the problem. Failing to create opportunities for this student to succeed. Ignoring the student altogether, or assuming he/she doesn’t want to learn. Failing to check to see that the student is completing assignments on a daily basis. Requiring less from this student than we do from other students. Failing to make a sincere effort to really get to know the student personally. Confronting the student in front of the class. Assuming that the student is physically well and ready to learn.


The Underachiever


I. Behavior:

Specific attitudes and actions of this child at home and/or at school. May be a student who can’t do well, one who has not done as well as he/she should, or one who is being passed reluctantly. Underachievement can mean different things to different teachers. Regardless, experiences failure. This is the common thread. May be scared. May not feel very good about him/herself. Susceptible to peer group pressure. Likely to be very bored. Doesn’t accept responsibility. Doesn’t work up to his/her abilities. Has poor study habits and usually doesn’t do his/her homework assignments.

II. Effects:

How behavior affects teachers, classmates, and parents in the school learning environment and the home family situation. Teacher is concerned and frustrated. In truth, the underachiever may be concerned too. Lessons being learned in class begin to seem unimportant to other students. Parents are upset because they believe teacher isn’t teaching correctly. Other kids—especially borderline students—get pulled down to a level of underachieving with this student.

III. Actions:

Identify causes of misbehavior. Pinpoint student needs being revealed. Employ specific methods, procedures, and techniques at school and at home for getting the child to modify or change his/her behavior. Primary cause of misbehavior: Self-Confidence: The inability to achieve causes a great deal of insecurity. Primary need being revealed: Escape from Pain: This student has experienced a great deal of failure and is very fearful of risking future academic attempts. Secondary need being revealed: Achievement: This student needs tasks that are within his/her ability range. If any student needs achievement, it is the underachiever. An especially difficult student attitude to counteract is "playing it safe." The student with this attitude won’t aim high because he/she doesn’t want to be disappointed. Changing this attitude takes time. However, the only way to begin is by rewarding effort as well as achievement. Praise and encourage the student’s initiative. But don’t push this student, or he/she will never move out of the "safe zone." Recognize one fact, and you can do a great deal to change student attitudes: While the successful student experiences success in front of others, the underachiever usually experiences failures publicly and successes privately. That’s the difference—and the problem. Recognize that this is a problem best handled by all teachers, administrators, parents, and child working together. Acknowledge the fact that this student wastes time. Recognize the four biggest time wasters: laziness, procrastination, distraction, and impatience. And know that these time-consuming mistakes are abetted by a lack of preparation, thoroughness, or perseverance. Most often, the underachiever scores low in all these areas. Call parents. Be aware that most parents come to school expecting resistance. Many think their child tried, but couldn’t resolve the difficulty for a variety of reasons, none of them good. Therefore, asking parents, "What can I do?" is disarming. Likewise, you’ll be amazed how parents change their tune when you say, "What can we do together?" "Together" is a great word. It means sharing. It says, "You do something, and we will too." If parents respond with a request outside the realm of your authority, say so. But also say, "Let’s help." Teachers often assign additional work to underachievers. Be aware that sometimes the opposite approach produces better results. If a student won’t do class assignments, don’t allow him/her to participate. Insist that the student sit idly. Remember, even when kids won’t do assigned work, they still want to participate with the group. Being included is very important to children. Sometimes, kids can learn a very valuable lesson, and arrive at better decisions, if they are forbidden to work for short periods of time. Some underachievers may change their values and actions more quickly if they are sometimes not permitted to work. Never use class work as punishment. Such a practice only reinforces the negative feelings the underachiever has for school. Remember, problem students already possess negative attitudes. Therefore, if you’re going to punish, use a form of punishment that is not a part of the classroom learning experience, and you may solve a problem rather than compound one. Don’t put the underachiever down or make him/her feel insignificant in any way. If you do, you may be inadvertently denying the prestige motivator in learning. Likewise, if you don’t give recognition for success, you can’t use the prestige motivator effectively. Don’t frighten the underachiever or make threats concerning grades or behavior. The insecurity produced may be counterproductive to motivation and may make the problem worse. Don’t be cold, sarcastic, or intolerant. The underachiever may learn the wrong lessons from such approaches. Most of all, this student needs a firm, caring, and unified effort from all the adults in his/her life. If the student does not try, withdraw privileges at school. Notify parents; they may want to take similar action at home. Be careful about telling a student he/she can’t pass your course or class. You may not only lose a student’s interest and motivation from now until the end of school—you may also be creating a discipline problem. Remember, when hope is gone, so is interest. Then, the stage is set for a discipline problem to develop. Writing comments on student papers such as "This isn’t worth grading," or crumpling a student assignment and throwing it in the wastebasket can completely demoralize a student. Never belittle any student effort. Your challenge as a professional teacher is to motivate students to improve their efforts. Rejection only creates another teacher hurdle. Talk to this student about his/her strengths and possibilities. The underachiever already knows his/her weaknesses. Make specific recommendations for things this student can do during the summer. Research summer courses and have enrollment forms available. Give this student summer assignments and volunteer to see him/her during the summer. Even if the student does not respond, your offer has conveyed an important message. Your interest alone can give hope—and maybe motivation not to give up. Maintain contact with parents—and talk with next year’s teachers as well. Remember, perspective reveals that most students will grow up to be responsible and productive adults. They need to remember our belief in them. These students can learn—if given time. Your own self-confidence can work for you rather than against you if you take the right approach with students. First, be careful about telling. Second, take extreme care not to talk in absolute terms when sharing ideas or suggestions. Even when all the evidence is in, be careful about projecting the image that what you think and say is the only way to do things. Such actions are exclusive rather than inclusive. They put people down—and maybe even out of one’s life. Likewise, ask rather than demand. And when you are asking, always remember to tell why you are making the request. Telling people what to do may be the easiest, quickest way to get something done. But it’s seldom the best. Offering a reason takes away the air of superiority and bossiness associated with demand. It also reduces error, because when people know why they are doing something, they are more competent in doing it. If you want self-confidence to work for you, simply try making others feel as important as they really are. Then you’ll surely be important to them. Without teaching, students may never know these truths. We may not either. That’s why these principles need discussion. Remember, final memories are dominant. Your final action should enable students to say that they "made it" with you rather than in spite of you.

IV. Mistakes:

Common misjudgments and errors in managing the child which may perpetuate or intensify the problem. Quitting on the underachiever. This is the worst thing we can do. As long as we don’t quit—even if the student has — hope remains. Thinking it’s too late to do anything this year. It is not. Next year offers a new beginning which may be the result of our final influence. That’s why we must not quit.


The Talker


I. Behavior:

Specific attitudes and actions of this child at home and/or at school.
A compulsive talker. Loves to talk, and engages in the practice with one and all constantly. Talks to teachers continually. Talks to other students continually. Will even talk to him/herself. Makes irrelevant comments—at inappropriate times. A poor listener. Often does not realize that he/she is talking. When teacher corrects, says, "I wasn’t talking to him; he was talking to me." Has a short attention span. Craves attention. Lacks interest and is very poorly motivated. Poorly prepared for class and seldom does class work thoroughly or carefully.

II. Effects:

How behavior affects teachers, classmates, and parents in the school learning environment and the home family situation.
Classmates and teacher alike are annoyed. Both classroom setting and lessons are disrupted. Starting class is difficult. Everyone’s attention is distracted. Others are encouraged to talk. Teacher’s authority is undermined. Teacher is put on the defensive when this student claims to be "picked on." Teacher is required to reprimand continually. If classmates are encouraged to talk, they get in trouble as well. Classmates begin to believe teacher is unfair, unkind, mean, and bad tempered. Time is diverted from the rest of the class. Serious learning cannot continue for any length of time.

III. Actions:

Identify causes of misbehavior.
Pinpoint student needs being revealed.
Employ specific methods, procedures, and techniques at school and at home for getting the child to modify or change his/her behavior.
Primary cause of misbehavior:
Attention: The continual talking is a way to get attention. Primary need being revealed: Sexuality: This person has a strong social need. Personal interaction is very important.
Secondary needs being revealed:
Affiliation: This student needs to develop a close association with a peer or adult. Aggression: This student is attempting to become positively involved with the class or teacher and does not realize that he/she is expressing a negative behavior.
Achievement: This student needs to experience some kind of success through talking, but without disrupting the class and the teacher.
Status: This person needs to have others know that he/she is "somebody."
Remember, this is more a social problem than a discipline problem. If treated as a discipline problem, it may become one. The ability to talk is not a negative—nor is it a liability. It’s an asset which the student must learn to manage for personal benefit. Be aware that this is often a compulsive behavior. It lies between assertion and aggression in a person with a low self-concept. Never assume the student knows he/she is talking: The student may or may not know. Never assume classmates know the student is talking: They might not even hear. Remember, your relationship with one student affects your relationship with all students. How you handle this student can damage your relationship with other students. Don’t show a side of you that you don’t want other students to see.
First, react consistently—and never punish irrationally. Don’t "get on" the talker one day, and ignore him/her the next. Equally important, don’t criticize publicly. You will never solve this problem during class time. Private counseling is a must. Approach talking as a social problem, not a discipline problem. This is a counseling situation that requires a plan to change behavior. Look for the reason for the talking. If you cannot or will not meet the student’s needs, you will not change the behavior. The talker has a strong activity need. Give this student small tasks and responsibilities daily to fulfill this need. Tell the student you will call on him/her during class discussion. You may even tell the student the question you will be asking.
Seat the talker near quiet and serious students.
Station yourself next to this student’s desk during presentations. This will keep him/her from talking. When this student is talking, don’t stop class or say a word. Rather, walk toward his/her desk. This will stop the talker. Likewise, look at this student often.
Develop a set of hand signals to remind the student when he/she is talking. Don’t stop class and reprimand, however.
Capture and hold attention by calling on the talker often.
Challenge this student. Never forget, the articulate are often high achievers. The talker should be a good student. Reinforce positive behavior and contributions in class.
Provide alternate materials that can interest this student and that are still class oriented. Try incentive programs to encourage attention and preparation.
To encourage the talker to participate positively, allow him/her to take roll, pass out papers, etc.
In a private conference, tell the student,
"The ability to speak is your asset. Therefore, use it wisely by following some tips.
First, think before you speak so that you gain a reputation for being a thinker rather than a talker.
Second, speak slowly so that people can absorb what you say.
Third, speak quietly and gently to gain the reputation of being a person of depth.
Finally, limit your talking.
Remember, you can always add a comment, but you can’t withdraw one.’’ Discuss the behavior with parents. Find time to listen.

IV. Mistakes:

Common misjudgments and errors in managing the child which may perpetuate or intensify the problem.
*Showing anger and frustration. This does nothing to help the situation. In fact, it may make the talker anxious and nervous—and cause him/her to talk even more.
*Saying things like "Shut up" or "Keep your mouth shut."
* Interrupting class to reprimand.
*Attempting to belittle or shame the talker, or being sarcastic.
*Punishing the entire class or creating peer pressure.
*Making rules and regulations for the entire class because of this one student.
*Assuming classmates are disturbed by the talker—or acting on such an assumption. Classmates might not even hear.
*Reacting inconsistently—and punishing irrationally.
*Overreacting by immediately rearranging the seating chart or issuing threats or ultimatums. *Isolating this student. The talker’s need for attention or security will not allow his/her personality to take isolation.
*Becoming so frustrated that we say and do things we’ll wish we hadn’t.
*Failing to look for reasons behind the constant talking.
*Assuming the talking is directed against us personally or against class work, or that the student is uninterested, or that the talking is intended to be disrespectful.
*Assuming there is a short-term solution.
*Allowing talkers to visit after finishing lessons for the day.
*Restricting the talker to the point at which he/she isn’t making a contribution at any time. *Trying to humiliate the talker, calling attention to the behavior, or trying to get the student to be quiet by placing emphasis on the behavior.


© by Anna Gregory






The following is a (slightly adapted) reproduction of David R. Wilson´s list of links SEN (Special Education Needs). We hope it will be useful to language teachers of children and adults in inclusive education. These are the links to David Wilson´s Website: which also includes accounts of case studies of teaching languages to learners with special needs: 


Moderate learning difficulties

  • Kathryn Taylor works in a school for students with moderate learning difficulties. Her report Teaching languages to students with learning difficulties compares different teaching methods in MFL with MLD students.
  • The CILT Bulletin MFL Issue 1, Autumn 2002 contains (page 10) articles by Alison Edwards and Manuele Minger about an intensive
  •  French Week at Majory Kinnon MLD School and a subsequent French experience by some of the pupils at the British Airways Community Language Centre.

Severe learning difficulties

Specific learning difficulties

Speech and language difficulties

  • Beispiel Englisch, describing how English is taught at Astrid-Lindgren-Schule for speech and language difficulties.

Autistic spectrum disorders

Hearing impairment

  • Mairi MacAulay, Headteacher, Aberdeen School for the Deaf, presented a paper at an international conference on deaf education: Foreign Language Learning and Deaf Children.
  • Sandie Mourão posted a summary of information about Foreign Languages and Deaf Children, based on the replies received after help with MFL/HI was solicited on LinguaNet Forum.
  • Valgerður Stefánsdóttir's presentation New approaches in teaching deaf students at the EU Workshop in Klagenfurt addresses the problems of teaching foreign languages in general, and Danish in particular, to the hearing impaired in Iceland.

Visual impairment

Physical disabilities

© 2002 David R. Wilson








Our dear SHARER Mónica Blanco de Kunz has got an invitation to make:


The First Anglia Examination Syndicate International Congress For ELT Professionals
Optimising True Professionalism Within The Entire ELT Community

5 - 6 August 2005 -  Morning & Afternoon




08.00 – 08.45 A.M.


Congress Sessions

09.00 A.M. – 08.00 P.M.




08.00 – 08.45 A.M.

Congress Sessions

09.00 A.M. – 07.45 P.M.

Venue: Universidad Austral - Av. Juan De Garay 125 – Ciudad de Buenos Aires

This 2-Day Mega-Event will boast over 25 Talks, Workshops as well as Commercial Presentations. All Delegates will have the opportunity to meet leading lecturers and exchange views with a large number of ELT professionals.They will also have the chance to find out about the latest ELT publications and services in a substantial resources exhibition area consisting of more than 20 ELT-related promotional stands.

Certificates Of Attendance issued by Chichester College,England.

Christian Kunz -The Pronunciation Of The Latest British Model
Christian Kunz -Sorting out the massive amount of everyday Englishness: ELT recipes come in handy, At last!!
Omar Villarreal - Creativity: Painting With All The Colours Of The Wind?
Fernando Armesto - How Can Books Come To Life
Jamie Duncan & Laura Szmuch - Long-Lasting Learning
Patricia Gomez - Bring Songs & Music Into Your Classroom
Maria Marta Suarez - Holistic Activities For Whole Learning
Susana Trabaldo - Accuracy, Fluency,... Agency
Alicia Lopez Oyhenart - Dealing With The Use Of Humour In The Classroom
Magdalena Anzor -
How To Enjoy Poetry
Natalia Kunz & Karina Duarte -Communicative Games For Young Learners
Maria Belen Gonzalez - Successful Marketing Tools For Teachers Of English
Marina Gonzalez -Innovate: Teach Grammar Lexically
Marcela Villan - How to cope with a mixed-ability class.

Celia Zubiri - A Growing Trend In Education: Drama
Laurie Sullivan - Creativity And Communication
Charlie Lopez -Sing A Song 2
Lucrecia Prat Gay - How The Student Brain Learns

Abstracts and bio data of presenters:


Special Treat For All Delegates! A superb raffle prize: 4-week course at
Chichester College, England in January 2006.

Registration Fees:

Individual Rates
General Public Anglia Members Internationals
Before 18/06 $ 40.00 $ 30.00 Usd 15.00
Before 15/07 $ 45.00 $ 35.00 Usd 20.00
15/07 - 04/08 $ 50.00 $ 40.00 Usd 25.00
On Site $ 60.00 $ 50.00 Usd 30.00
Important: For the on-site option previous e-mail/ fax re confirmation of attendance required

Group Fees
10% Discount For 3 - 5 Delegates Enrolling Together
15% Discount For 6 Or More Delegates Enrolling Together

To register online, log on to: Www.Angliaexams.Com/Congress%20registration.Doc

For Further Information, Please Contact Us:

Kensington Schools Of English -Exams And Assessment Department
Tel/ Fax: 54 11 4246-3547 -

With the support of: *INSPT- Universidad Tecnologica Nacional *Universidad Del Centro Educativo Latinoamericano *Chichester College *Anglia Examination Syndicate *Oxford University Press *Pearson *Richmond Publishing *Share Magazine *Estari Libros *MM Publications *Alternative Language Learning *Macmillan *English And Fun *Kensington Schools Of English *Express Publishing *Thomson *E-Teaching On Line *The Buenos Aires Players *Resourceful Teaching *Sullivan & Associates *SBS *Excel Educational Services *Net-Learning *ELT Today






Tools for Teachers announces: Minding The Body, Minding The Soul


A new session along the same lines as the ones offered last April this year, and last July 2004, will be offered on Sunday, June 26, from 10:00 to 17:30. It will be conducted by Oriel Villagarcia, who apart from his extensive academic qualifications in the world of ELT/EFL has now extensive experience in bodywork (working on your body and somebody else's) having explored disciplnes such as Polarity, reflexology, Thai Massage, Breema, Shiatsu, Yoga, Jin Shin Jyutsu and Chi Kung, among others.


Like on previous occasions this workshop conducted entirely in English will offer body movement, energy sensing exercises, gentle stretches, guided visualizations, listening to insightful stories by master story tellers, and touching as a way of healing (simple self massage and massaging others).


This workshop is an invitation to engage in activities that will help participants to find inner harmony and balance, and to take a break from the hectic work that most teachers are immersed in during the week.


Throughought the workshop there is an opportunity for participants to voice their feelings, thus giving them an opportunity to engage in authentic communication, a fact that English language lovers will certainly appreciate.


The venue is Gascón 1681, Ciudad de Buenos Aires, the time table is 10:00 to 17:30 with a 45' minute break, and the fee is $35. Prospective participants should pre-register by sending an email to indicating their full names, address and phone numbers (with area code). Payments can be made the day of the workshop.







1º Encuentro Metropolitano de Formadores de Docentes Y 2º Encuentro de Formadores de Docentes de la Ciudad de Buenos Aires


La Dirección General de Educación Superior del Gobierno de la Ciudad de Buenos Aires y la Dirección Provincial de Educación Superior de la Provincia de Buenos Aires convocan a la comunidad de formadores-as de docentes de la Ciudad de Buenos Aires y del Conurbano al 1º Encuentro Metropolitano de Formadores-as de Docentes y al 2º Encuentro de Formadores-as de Docentes de la Ciudad de Buenos Aires, cuyos objetivos son:


-          Promover el debate e intercambio de experiencias y propuestas acerca de las particularidades de la formación docente en el área metropolitana.

-          Generar un ámbito de reflexión sobre las prácticas presentes en el campo de la formación docente


Fecha de realización: 13, 14 y 15 de octubre de 2005.


Ejes Temáticos:

1-    Estrategias metodológicas para la mejora de la enseñanza en el nivel superior.

2-    Tutorías y programas de orientación a los estudiantes del nivel superior

3-    Modelos y estrategias de evaluación

4-    Relación entre las instituciones formadoras y las escuelas receptoras

5-    Formación en y para la diversidad.




Presentación de ponencias: relatos de experiencias o ensayos reflexivos acerca de los ejes propuestos.

Simposios sobre temáticas específicas propuestas por los asistentes.

Conferencias y Paneles con especialistas invitados-as de reconocida trayectoria.

Presentación de propuestas de simposios:

En el simposio los integrantes exponen individualmente y en forma sucesiva durante 15 minutos diferentes aspectos de un tema o problema visto desde sus distintos ángulos o aspectos, integrando así un panorama lo más completo posible acerca de la cuestión de que se trate. Sus ideas pueden ser coincidentes o no serlo, y lo importante es que cada uno de ellos ofrezca un aspecto particular del tema, de modo que al finalizar éste quede desarrollado en forma relativamente integral y con la mayor profundidad posible. Así, por ejemplo, el tema “Evaluación educativa” podría ser tratado en un simposio donde los expositores desarrollaran sucesivamente los aspectos: ético, social, psicológico, ideológico, político, técnico.


Fecha límite de recepción de propuestas de simposio: 24 de junio de 2005


Presentación de ponencias:

Los relatos de experiencias o ensayos reflexivos  deberán ser anticipados en un abstract (de hasta 200 palabras) - Fecha límite de presentación: 19 de agosto de 2005


Requisitos formales:

Los trabajos deberán presentarse por escrito (decidir si también por mail) en hoja A4, a doble espacio, fuente Times New Roman, tamaño 12, formato Word. No podrán exceder las 10 páginas, incluyendo notas y bibliografía, que irán consignadas al final del trabajo.

La copia impresa deberá acompañarse de un diskette etiquetado. En este rótulo se colocarán los siguientes datos:

-          Eje temático en el que se enmarca el trabajo

-          Título del trabajo

-          Nombre y apellido del/ de los-as autores, e-mail y teléfono


Evaluación de los trabajos: Las presentaciones serán evaluadas por un Comité Académico integrado por representantes de los IFD y las Direcciones de Educación Superior .


Se tendrán en cuenta los siguientes criterios de evaluación:

-          Pertinencia de la experiencia o ensayo presentado con respecto al eje específico elegido.

-          Cumplimiento de los requisitos formales de presentación.


Informes e Inscripción: A través de correo electrónico a la dirección:


Se entregarán certificados

Durante los días del Encuentro, se suspenderán las actividades del Nivel Terciario de las Escuelas Normales y en los IES dependientes de la Dirección General de Educación Superior. Se justificarán las inasistencias de los docentes en instituciones de otros niveles educativos de la Ciudad.






Our dear Noris Zerdá has got an invitation to make: 


Public lecture on "Teaching Is Lifelong Learning:  Collaboration for Teacher Development"
Tuesday, June 28 15:00/17:00 

Place:  ICANA, Maipú 672, Capital Federal


Entrance is free.  This event is organized by ICANA and it is sponsored by the Cultural Section of the American Embassy in Buenos Aires.


Please call ICANA (5382-1500) to register for the public lecture on June 28.

Teaching Is Lifelong Learning:  Collaboration for Teacher Development


Teaching can be a very lonely and isolating profession.  While there is freedom in being able to close our doors and teach our students, we also may have limited opportunity to learn from our colleagues, unless we make the effort.  Collaboration—with other teachers, with our learners, with other departments or programs or institutions—offers us a chance to continue to learn and grow as teachers.  Examples from many different contexts will demonstrate that there are many ways in which we can collaborate and continue to learn.


JoAnn (Jodi) Crandall is Professor of Education, Co-Director of the MA Program in ESOL/Bilingual Education, and Director of the interdisciplinary PhD Program in Language, Literacy, and Culture at the University of Maryland Baltimore County (UMBC).  She is the author of more than 100 books, articles, chapters, and monographs on language teacher education, program design, and educational policy, with a special focus on content-based instruction.  Her recent publications include Case Studies in Content Based Instruction in Higher Education Settings and Case Studies in Content-Based Instruction in K-12 Settings (co-edited with Dorit Kaufman), published by TESOL.  Dr. Crandall has been President of TESOL, and its Washington area affiliate (WATESOL), and of the American Association of Applied Linguistics (AAAL). Dr. Crandall received a BA degree in English and Spanish from Ohio University, an MA in American Literature from the University of Maryland, College Park, and an MS and PhD in Sociolinguistics from Georgetown University.

This is the only conference that Dr. Crandall will give in Buenos Aires. After this, she will be traveling to Mendoza, where she will be the keynote speaker for the Argentina TESOL (Teachers of English to Speakers of Other Languages) Conference. The ARTESOL 2005 will take place at the Universidad del Aconcagua in Mendoza.

If you want to have more information about ARTESOL, please visit the web page: <> or  e-mail:  







4th Translation and Interpretation Conference
Córdoba, Argentina
August 13-15, 2005

Seminars And Lectures Are Subject To Change. Please, Check Information On Our Website

reliminary Schedule

Pre-conference Seminars -
August 13, 2005
Registration and Accreditation

Time: 9.30 - 10.15


Getting started training, Martin Kappus (USA)
time: 10.30 - 18.00 (1.5 hour lunch)
Don't fight with your working tools: how to make friends with and work effectively in MS Word, Paulo Lopes (Brazil)
time: 10.30 - 18.00 (1.5 hour lunch)
La transgresión de la calidad idiomática en las traducciones, Alicia Zorrilla (Argentina)
time: 10.30 - 13.30
General aspects of foreign language use in translation, Alejandro Parini (Argentina)
time: 15.00 - 18.00
Cuatro bodas y…el funeral del traductor (traducción de cine humorístico), Miguel Wald (Argentina)
time: 15.00 - 18.00
These workshops are simultaneous. please, make sure to double-check the timetables.

Two-day Conference Program - August 14 & 15, 2005

ugust 14
8.30-9.30 - Registration and accreditation
9.45 - Opening
10.00-11.00 - Nancy Locke (Canada) - Globalization with a Capital "G"
11.15-11.45 - Geraldine Chapuy (Argentina) - The Role of the Translator in a Company
12.00-12.45 - Horacio Dal Dosso (Argentina) -The Role of the Language Lead in Large Translation Projects
13.00-14.45 - LUNCH
15.00-16.45 - Mario Chavez and Judith A. Tello (USA) - Ideal Readiness Status for a Cordoba-Based Translator
17.00-17.45 - Claudia Tarazona (Argentina) -Analysis of Medical Slang
18.00-19.30- Paulo Lopes (Brazil) Translation Memory (TM) and Machine Translation (MT) Software from a User's (Not a Vendor's) Point of View


8.30 - 9.00 - Registration and accreditation
9.00-10.30 - Horacio Dal Dosso (Argentina) - IT language - Translation and Terminology
10.45-11.30 - Mario Chavez (USA) -¿Montarse a un tranvía o subirse al colectivo? Suggestions for Spanish translations for the U.S.A.
11.45 -12.45 - Nancy Locke (Canada) - The Status of Standards in the Language Industry
13.00 -14.00 - LUNCH
14.15-15.00 - Bernardita Mariotto (Argentina) -Retrotraducción: Eficaz método de control
15.15 -16.00 - Miguel Wald (Argentina) -La responsabilidad del traductor ante su propia lengua
16.15-17.00 -Ignacio Luque (Argentina) -Productivity: Technologies and Basic Skills for High Production in Translation
17.15-18.15 - Nancy Locke (Canada) -Translation: an Art, a Profession, and a Business

This is a preliminary program. All lectures are subject to change.

3-Hour Seminars
As From June 18th $80

6-Hour Seminars
As From June 18th $115

Trados Workshop
As From June 18th $200

Conference Registration
From June 18 To July 29: $115 - From August 1: $150

From June 18 To July 29: $150 - From August 1: $200

Registration For One Day Only (Specify Day)

From June 18 To July 29 One Day: $70 - From August 1 One Day: $95

From June 18 To July 29 One Day: $90 - From August 1 One Day: $120

*When 10 students register at the same time, 1 does not pay.
Note: The certificates mention Professional or Student pursuant to the registration form submitted.

How Do I Register?
You can download the registration form where you will find the bank account information. After you've made the bank deposit, please send the registration form, together with the bank slip to our office fax number

Click here to download the Registration Form for the 4th. Translation and Interpretation Conference*
* Note: The file you are about to download is a .PDF file for which you need Adobe Acrobat Reader. To install, please click here.
o You can also go to the following sites for registration. Please, check with us if you need additional information
Librerías Blackpool - Dean Funes 395 –Centro -Tel: 0351-4246959
Sucursal Cerro -Tel: 0351-4814472
IM Translation and Training - Av. Fernando Fader 4012 Planta Alta - Cerro de las Rosas
Tel/Fax: 54-351-4822035

Check information on our website





Our dear SHARER Celia Zubiri writes to us:



Dear Omar and Marina,

it is a pleasure for us, The Bs. As. Players, to share with you our successful tour with our theatre productions 2005 to  the "Litoral". The large audience that watched the different shows in the 9 cities we visited in May beat our own records. Just to mention one city, in Rosario there were more than 4.500 students and teachers of English enjoying the six performances we showed in only one day. The traffic was blocked by Dirección de Tránsito on San Lorenzo street for many hours so as to organize the coming and going of school buses. This helped guarantee our cheerful audience to move around at ease and safely. We have received a good number of e-mails thanking us all for our organization and punctuality. We had a similar response in the cities of Rio IV and Pergamino the first days in June. We are now arranging the last details of our forthcoming tour to Tres Arroyos (June, 21st), Olavarría (June, 22nd), Coronel Suárez (June, 23rd) and Bahía Blanca (June, 24th) so as to make the most of it for everybody. We also want to thank all the teachers of English in our country for their support and enthusiasm to take their students to watch our shows and let them enjoy the magic of theatre combined with sound morals, excellent music and outstanding performances according to the permanent feedback we receive.

Best regards,

Celia Zubiri

Managing Director - The Bs. As. Players






Our dear SHARER Susana Trabaldo has got an announcement to make:


Net-Learning, Virtual Learning Environments  

invites you to the

ONLINE Course:   Portfolio assessment

Course code: PA

Tutors: Liliana B. Luna, Viviana L. Pisani  

Duration: 5 weeks - Starting date:  22 June
Fee: AR$ 160 - US$ 90

There are group discounts. – Please consult.

Further information:

Curso con puntaje - Resolución del Gob. de la Cdad de Bs. As. 2265

Certificado por la Escuela de Posgrado – Diversidad Nacional de San Martín.

Please consult our website for more information or e-mail us:
Phones: (+ 54 11) 4654 8945 / (+ 54 11) 4791 6009






Our dear SHARER Silvina Requejo, Local Examinations Secretary for Pitman Qualifications, has sent us this note:

Dear Colleagues

We would like to inform you that for 2006 enrolment at UADE (Universidad Argentina de la Empresa) students who hold a Pitman Qualifications-City & Guilds ESOL and/or Spoken ESOL certificate at Intermediate, Higher Intermediate or Advanced level (or their equivalent Communicator, Expert or Mastery level) are exempted from attending English I & II. We are glad that UADE has granted recognition the same as Universidad Austral, UCA (Universidad Católica
Argentina) and Universidad de Belgrano.

Best regards

Silvina H. de Requejo
Local Examinations Secretary

37 Warren Road School of English
Sole Representative of Pitman Qualifications-City & Guilds, UK
Rosario 531 - Buenos Aires (C1424CCK) -Tel/Fax: (011) 4901-0967/3381
E-mail: - Webpage:






Our dear SHARER Maria Marta Suárez invites all SHARERS to join her circle dance workshop:


Circle Dance Workshop


Join this Circle Dance journey that will enrich your brain, give flexibility to your body and inject your teaching repertoire with joy and creativity:


Join this session and learn dances and songs that you can share with your students in class or at school celebrations. Following the brain-friendly premises that “we learn by doing,” and that  “we learn best when our heart is touched,” María Marta Suárez will guide your process of learning simple steps to dance to the melodies of traditional music of different cultures, some of which have been adapted to be used in ELT classes or at school celebrations.


María Marta Suárez has been visiting the Findhorn Foundation College in Scotland for nine years as a student, teacher and teacher trainer. In this international community she has learnt Circle Dance and has been using it to teach English to learners of different age-groups and nationalities, even babies.

If you would like her to conduct this workshop in your area, contact her at


Put on your most comfortable pair of shoes and come to both or one of the sessions:



Friday, June 24th from 7 pm to 10 pm and/or Saturday, June 25th   from 2 am to 5 pm.


At IACA Holistic English Institute. Billinghurst 1741, C.A.B.A. Phone: (011) 4821-0280.


What will I receive?
You will take home a CD with the music and the lyrics of the songs.


How much?

Fees:  $ 35 for one session and $ 45 for both sessions.


Are there any discounts?

For early birds:  $25 for one session and $ 35 for both sessions by June 17th.

How to enrol?
In person at IACA Holistic English Institute, in the Alto Palermo area, CABA, Mondays through Fridays from 3 pm to 8 pm (call: 011-4821-0280) or deposit the workshop fees at Banco Río Sucursal 031 (Guadalupe) Cuenta única 60348/3 – Graciela Luján Suárez y Otro DNI 5.898.218. Fax your deposit slip to 011-4827-1396, fill in this form and mail it to: by June 29th.






Don Quixote pops round to the Puppet Museum. 


Don Quixote And The Adventure Of Reading For Reading's Sake


Bilingual Workshop de la Ascociación de Lectores Argentinos


"Freedom ,Sancho, is one of the most precious gifts that Heaven has bestowed upon men ; no treasures that earth holds buried or the sea conseals can compare with it; for freedom ,as for honour ,life may and should be ventured; and on the other hand, captivity is the greatest evil that can fall to the lot of man..." ( II, 58)


Enjoy a moment of fantasy, illusion and magic hand in Hand with Don Quixote and Sancho Panza!!!


Workshop Coordinators : Lic. Silvia Paglieta and  Prof. María Leonor Castro  invite you to their workshop to pay homage to Cerantes Saavedra’s immortal novel, The Ingenious Hidalgo Don Quixote de La Mancha.


This is a Bilingual Workshop and a bit of a Show ,for you and your students ,where the audience will enjoy a brief account of Don Miguel de Cervantes Saavedra´s life, time and masterpiece .

Puppets, reading games ,magic ,music and adventure will bring the spectators closer to these funny characters ,Don Quixote and Sancho Panza. But above all there will be a lot of reading ,because this is the main purpose of our meeting : to read this immortal novel in a funny way


When?    From April to September 2005

Where?    At Museo del Títere Argentino, Piedras 905, Esq.Estados Unidos. Capital

Or if you prefer we can go to your school!


Who is this workshop for?   *Students from 3th to 7th form

* Students from Teacher Training Colleges

* Bilingual Schools 

* Special performances for tourists

* General public


Duration: approximately 80 minutes

Special treat: Teachers will be provided with : * Project "English Across the Curricula"

* Booklet of exercises and games * CD ROM with lot of exercises and songs

*"Don Quixote" Short story for children


Very Low Prices!

Reservation and information about different performances, timetable and prices:

E-mail contact:

Phone contact : 15 4 992 0939 / 4  622 6890



Coordinator ,research and design of the show in Spanish Language : Lic. Silvia Paglieta

Research ,Counselling and Staging in English Language : Prof. Maria Leonor Castro

Direction and Voice Arrangement :Veronica Diaz

Puppets :Sebastian G.

Costumes: Tony Quiroz







Our dear SHARER Maria José Bravo has sent us this information:


Centro Alpha - Cursos a Distancia

Curso EnELE Iniciación (Curso de Iniciación a la enseñanza de español para extranjeros)


Alpha Virtual abre la inscripción al curso EnELE Iniciación (Curso de Iniciación para la enseñanza de español para extranjeros – a distancia). Se trata de un curso a distancia, de tres meses de duración, diseñado y coordinado por profesionales especializados en el área, con el aval y la experiencia de Centro Alpha. En encontrará información completa sobre el curso.


Destinatarios: Hablantes de español como lengua materna y hablantes de español lengua extranjera que quieran comenzar su formación en la enseñanza del español a extranjeros. No se requiere formación específica en el área del español como lengua extranjera.


Fechas de inscripción: hasta el 31 de agosto de 2005


Duración del curso: del 7 de septiembre al 16 de noviembre de 2005


Condiciones de admisión: Pueden hacer el curso los hablantes de español como lengua materna, y los hablantes de español como lengua extranjera que puedan acreditar o demostrar un nivel de español alto.


Dirección Académica: Esp. María José Bravo.


Modalidad: El curso consta de encuentros virtuales semanales y de foros a lo largo de tres meses. Cada participante podrá administrar su tiempo de la manera que le resulte más conveniente.


Arancel del curso: Argentina y otros países latinoamericanos: $700 (pesos argentinos) o su equivalente en dólares. Países Unión Europea: Euros 240. Otros países: U$S 300 (dólares)

Quienes hagan el curso y completen las actividades, recibirán una constancia del curso. Quienes al finalizar el curso quieran recibir el Certificado EnELE Iniciación, deberán aprobar una evaluación, y abonar el arancel del certificado.

Arancel del certificado: Argentina  y otros países latinoamericanos: $ 200 (pesos argentinos) o  su equivalente en dólares. Países Unión Europea: Euros 90. Otros países: U$S 100 (dólares)


Formas de Pago en Argentina: En efectivo, por transferencia bancaria, por giro bancario, por envío de dinero (Western Union o equivalente). Escríbanos para recibir los datos de la cuenta. Consulte por planes para instituciones y planes de pago.


Informes e inscripción:

Alpha Virtual - Sarmiento 1419, Oficina "A" (1er. piso) - (C1042ABA) Ciudad de Buenos Aires, Argentina - Tel: (54 11) 4373- 0767 - -






La Secretaría de Extensión, Cultura y Bienestar Universitario (UBA) invita a la presentación del libro del Prof. José A. Castorina y del Prof. Ricardo J. Baquero "Dialéctica y psicología del desarrollo. El pensamiento de Piaget y Vigotsky"

el día 24 de junio a las 19,30 hs. en el aula 16 (1°piso) de la Facultad de Psicología de la Universidad de Buenos Aires, sede Hipólito Irigoyen 3242.

Presentarán la obra el Prof. Ricardo Rosas, el Prof. Mario Carretero, la Prof. Graciela Frigerio y la Prof. Alicia Lenzi, con la coordinación de la Prof. Nora Elichiry.


Today we would like to finish this issue of SHARE with a mail that Veronica Mayer, a brand new SHARER, has sent us:


Dear Omar and Marina,


I'm a new SHARER of your wonderful magazine.

Here's my modest contribution to you and the rest of the SHARERS, especially those who live in B.A. or nearby:

I happened to find FM 97.9 Radio Cultura last week and discovered a programme dealing with daily stuff, news, music, etc. run by some native English people (James, Debra, Enrique, and some others whose names I cannot remember right now). It is quite amusing and is a full hour listening just English. Maybe you already knew about them, but for me it was a discovery, so I thought of sharing it with those who might not know them.

The programme is B.A.Today Radio and it is on the air Mo-Fri 2:00 pm at FM Cultura, 97.9Mhz.

Kindest regards!




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.