An Electronic Magazine by Omar Villarreal, Marina Kirac and Martin Villarreal ©


Year 9                Number 187                    June 5th  2008

12,478 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




This is undoubtedly a sad week for the ELT scene in Argentina: the well-loved and respected professor Beatriz Uteda passed away last Friday May 30th. Her family and thousands of grateful former students and colleagues mourn her, to all of them our heartfelt condolences.

As a humble tribute to her loving memory, we would like to share with you these messages that two of her former friends have sent us:


Beatriz “Bocha” Uteda has left us.

Those who claim to know where souls go at a given moment have said that she was nowhere to be found in the Kingdom she no doubt entered this morning. Yet, some celestial gossip has got around that she has indeed been seen. But where?

Well, some insist she was seen as part of the creamy light softly descending from a window to the left of a lady in a Vermeer portrait. Others have said that she was behind Leonardo as he was delicately painting the claw-like hands of his Virgin of the Rocks. Could it be true that some people saw her standing at a distance from a group of pilgrims riding away from an inn south of the river, in a heavenly reverdie of Franklin’s wine and courtly love?

It cannot be possible, as I myself believe I have seen her in all those places at the same time, and so have all those people who have been her students. Yes, everywhere and in action: watching Beowulf swim ferociously, crying over tears shed by Mephistopheles, smiling at Everyman’s initial and final loneliness and revelling over Milton’s devil and Donne’s flea.

Beatriz, thy eternal summer shall not fade, nor lose possession of that fair thou owest, nor shall death brag thou wanderest in her shade, when in eternal classrooms to time thou growest.

Please slow down, the Lord needs to meet you, and you need a respite. Why else should He send his flights of angels, who this morning sang thee to thy rest?

Juan Ferretti




Beatriz Uteda was a great teacher and as such illuminated my life at a time when one is young  and fragile, unable to see what path should best be taken.

I was her student at “the Joaquin” in the mid ´60 but I doubt that she knew who I was but it didn´t take long for us to know who she was. She immediately became my favourite teacher, one I learned so much from academically speaking and one who could transmit so much as a human being. She probably taught thousands of students yet, she made you feel  your class was unique: her enthusiasm, warmth, depth of thought, clarity to express ideas, closeness to students made her a rara- avis in those days when distance, “unreachability” was teachers´ favourite choice.(She would even provide us with a snack once a partial exam was over!)

Her commitment to her class was perceptible and frankly unforgettable. You could clearly see the depth of the love for her profession. Being her students we had a perspective few others have had the privilege to see.

I ignore if she was sufficiently honoured during her last years, but want to believe she was. In any case this is my humble homage to an extraordinary teacher whose classes will be treasured by all those who had the immense privilege and delight of being her students.


Alicia Lopez Oyhenart



Omar and Marina





In SHARE 187


1.-    Ten New Scenarios for Language Teaching Methodology

2.-    Communicative Virtual Language Teaching in Schools

3.-    Second Language Acquisition and Technology: A Review of the Research
4.-    Advanced Vocabulary in Context: Straight Fashion? Queer Fashion?

5.-    I° Congreso de Autores Ingleses. Valores y Cultura en la Literatura Inglesa
6.-    English Language Teaching Contacts Scheme

7.-    Postgraduate Courses at Universidad Nacional de Córdoba
8.-    Taller de Traducción de Neología Científico-Técnica y de Divulgación

9.-    V Congreso Internacional de Educación en Santa Fe

10.-   Teach On! A Whole-Day Seminar At Ameghino Bookshop

11.-   Seminario sobre “El Cuento” con Gloria Pampillo

12.-   11th BRAZ-TESOL National Convention

13.-   Encuentro y Curso de Formación de Profesores de Español como

        Lengua Extranjera

14.-   ARTESOL  ESP Journal and Teacher Education Newsletter

15.-   Primer Congreso Latinoamericano de Programación Neurolingüística en Educación

16.-   9th Symposium in Empirical Studies in Language and Literature in Rio de Janeiro

17.-   III Jornadas de Inglés en las Carreras de Ingeniería

18.-   Visita Académica del Prof. Anthony S. Bryk, Ed.D.

19.-   Santa Fé: Practical Issues in EFL Teaching

20.-   Actividades Académicas de la Fundación Litterae

21.-   ARTESOL Convention in Chaco

22.-   Jornada de Literatura Infantil y Juvenil

23.-   5to. Seminario Anual 2008 Violencia en las Escuelas

24.-   El Conflicto Moral en el Aula: Estrategias Docentes

25.-   CETI: Taller de Traducción de Textos Médicos






Language Teaching Methodology

Theodore S. Rodgers, Professor Emeritus, University of Hawaii




Language teaching came into its own as a profession in the last century. Central to this phenomenon was the emergence of the concept of "methods" of language teaching. The method concept in language teaching—the notion of a systematic set of teaching practices based on a particular theory of language and language learning—is a powerful one, and the quest for better methods was a preoccupation of teachers and applied linguists throughout the 20th century. Howatt's (1984) overview documents the history of changes of practice in language teaching throughout history, bringing the chronology up through the Direct Method in the 20th century. One of the most lasting legacies of the Direct Method has been the notion of "method" itself.


Language Teaching Methodology Defined


Methodology in language teaching has been characterized in a variety of ways. A more or less classical formulation suggests that methodology is that which links theory and practice. Theory statements would include theories of what language is and how language is learned or, more specifically, theories of second language acquisition (SLA). Such theories are linked to various design features of language instruction. These design features might include stated objectives, syllabus specifications, types of activities, roles of teachers, learners, materials, and so forth. Design features in turn are linked to actual teaching and learning practices as observed in the environments where language teaching and learning take place. This whole complex of elements defines language teaching methodology.




Schools of Language Teaching Methodology


Within methodology a distinction is often made between methods and approaches, in which methods are held to be fixed teaching systems with prescribed techniques and practices, whereas approaches represent language teaching philosophies that can be interpreted and applied in a variety of different ways in the classroom. This distinction is probably most usefully seen as defining a continuum of entities ranging from highly prescribed methods to loosely described approaches.

The period from the 1950s to the 1980s has often been referred to as "The Age of Methods," during which a number of quite detailed prescriptions for language teaching were proposed. Situational Language Teaching evolved in the United Kingdom while a parallel method, Audio-Lingualism, emerged in the United States. In the middle-methods period, a variety of methods were proclaimed as successors to the then prevailing Situational Language Teaching and Audio-Lingual methods. These alternatives were promoted under such titles as Silent Way, Suggestopedia, Community Language Learning, and Total Physical Response. In the 1980s, these methods in turn came to be overshadowed by more interactive views of language teaching, which collectively came to be known as Communicative Language Teaching (CLT). Communicative Language Teaching advocates subscribed to a broad set of principles such as these:


       Learners learn a language through using it to communicate.

       Authentic and meaningful communication should be the goal of classroom activities.

       Fluency is an important dimension of communication.

       Communication involves the integration of different language skills.

       Learning is a process of creative construction and involves trial and error.


However, CLT advocates avoided prescribing the set of practices through which these principles could best be realized, thus putting CLT clearly on the approach rather than the method end of the spectrum.


Communicative Language Teaching has spawned a number of off-shoots that share the same basic set of principles, but which spell out philosophical details or envision instructional practices in somewhat diverse ways. These CLT spin-off approaches include The Natural Approach, Cooperative Language Learning, Content-Based Teaching, and Task-Based Teaching.


It is difficult to describe these various methods briefly and yet fairly, and such a task is well beyond the scope of this paper. However, several up-to-date texts are available that do detail differences and similarities among the many different approaches and methods that have been proposed. (See, e.g., Larsen-Freeman, 2000, and Richards & Rodgers, 2001). Perhaps it is possible to get a sense of the range of method proposals by looking at a synoptic view of the roles defined for teachers and learners within various methods. Such a synoptic (perhaps scanty) view can be seen in the following chart.




As suggested in the chart, some schools of methodology see the teacher as ideal language model and commander of classroom activity (e.g., Audio-Lingual Method, Natural Approach, Suggestopedia, Total Physical Response) whereas others see the teacher as background facilitator and classroom colleague to the learners (e.g., Communicative Language Teaching, Cooperative Language Learning).


There are other global issues to which spokespersons for the various methods and approaches respond in alternative ways. For example, should second language learning by adults be modeled on first language learning by children? One set of schools (e.g., Total Physical Response, Natural Approach) notes that first language acquisition is the only universally successful model of language learning we have, and thus that second language pedagogy must necessarily model itself on first language acquisition. An opposed view (e.g., Silent Way, Suggestopedia) observes that adults have different brains, interests, timing constraints, and learning environments than do children, and that adult classroom learning therefore has to be fashioned in a way quite dissimilar to the way in which nature fashions how first languages are learned by children.


Another key distinction turns on the role of perception versus production in early stages of language learning. One school of thought proposes that learners should begin to communicate, to use a new language actively, on first contact (e.g., Audio-Lingual Method, Silent Way, Community Language Learning), while the other school of thought states that an initial and prolonged period of reception (listening, reading) should precede any attempts at production (e.g., Natural Approach).


What's Now, What's Next?


The future is always uncertain, and this is no less true in anticipating methodological directions in second language teaching than in any other field. Some current predictions assume the carrying on and refinement of current trends; others appear a bit more science-fiction-like in their vision. Outlined below are 10 scenarios that are likely to shape the teaching of second languages in the next decades of the new millenium. These methodological candidates are given identifying labels in a somewhat tongue-in-cheek style, perhaps a bit reminiscent of yesteryear's method labels.


1.      Teacher/Learner Collaborates


Matchmaking techniques will be developed which will link learners and teachers with similar styles and approaches to language learning. Looking at the Teacher and Learner roles sketched in Figure 2, one can anticipate development of a system in which the preferential ways in which teachers teach and learners learn can be matched in instructional settings, perhaps via on-line computer networks or other technological resources.


2.      Method Synergistics


Crossbreeding elements from various methods into a common program of instruction seems an appropriate way to find those practices which best support effective learning. Methods and approaches have usually been proposed as idiosyncratic and unique, yet it appears reasonable to combine practices from different approaches where the philosophical foundations are similar. One might call such an approach "Disciplined Eclecticism."


3.      Curriculum Developmentalism


Language teaching has not profited much from more general views of educational design. The curriculum perspective comes from general education and views successful instruction as an interweaving of Knowledge, Instructional, Learner, and Administrative considerations. From this perspective, methodology is viewed as only one of several instructional considerations that are necessarily thought out and realized in conjunction with all other curricular considerations.


4.      Content-Basics


Content-based instruction assumes that language learning is a by-product of focus on meaning--on acquiring some specific topical content--and that content topics to support language learning should be chosen to best match learner needs and interests and to promote optimal development of second language competence. A critical question for language educators is "what content" and "how much content" best supports language learning. The natural content for language educators is literature and language itself, and we are beginning to see a resurgence of interest in literature and in the topic of "language: the basic human technology" as sources of content in language teaching.


5.      Multintelligencia


The notion here is adapted from the Multiple Intelligences view of human talents proposed by Howard Gardner (1983). This model is one of a variety of learning style models that have been proposed in general education with follow-up inquiry by language educators. The chart below shows Gardner's proposed eight native intelligences and indicates classroom language-rich task types that play to each of these particular intelligences. The challenge here is to identify these intelligences in individual learners and then to determine appropriate and realistic instructional tasks in response.




6.      Total Functional Response


Communicative Language Teaching was founded (and floundered) on earlier notional/functional proposals for the description of languages. Now new leads in discourse and genre analysis, schema theory, pragmatics, and systemic/functional grammar are rekindling an interest in functionally based approaches to language teaching. One pedagogical proposal has led to a widespread reconsideration of the first and second language program in Australian schools where instruction turns on five basic text genres identified as Report, Procedure, Explanation, Exposition, and Recount. Refinement of functional models will lead to increased attention to genre and text types in both first and second language instruction.


7.      Strategopedia


"Learning to Learn" is the key theme in an instructional focus on language learning strategies. Such strategies include, at the most basic level, memory tricks, and at higher levels, cognitive and metacognitive strategies for learning, thinking, planning, and self-monitoring. Research findings suggest that strategies can indeed be taught to language learners, that learners will apply these strategies in language learning tasks, and that such application does produce significant gains in language learning. Simple and yet highly effective strategies, such as those that help learners remember and access new second language vocabulary items, will attract considerable instructional interest in Strategopedia.


8.      Lexical Phraseology


The lexical phraseology view holds that only "a minority of spoken clauses are entirely novel creations" and that "memorized clauses and clause-sequences form a high proportion of the fluent stretches of speech heard in every day conversation." One estimate is that "the number of memorized complete clauses and sentences known to the mature English speaker probably amounts, at least, to several hundreds of thousands" (Pawley & Syder, 1983). Understanding of the use of lexical phrases has been immensely aided by large-scale computer studies of language corpora, which have provided hard data to support the speculative inquiries into lexical phraseology of second language acquisition researchers. For language teachers, the results of such inquiries have led to conclusions that language teaching should center on these memorized lexical patterns and the ways they can be pieced together, along with the ways they vary and the situations in which they occur.


9.      O-zone Whole Language


Renewed interest in some type of "Focus on Form" has provided a major impetus for recent second language acquisition (SLA) research. "Focus on Form" proposals, variously labeled as consciousness-raising, noticing, attending, and enhancing input, are founded on the assumption that students will learn only what they are aware of. Whole Language proponents have claimed that one way to increase learner awareness of how language works is through a course of study that incorporates broader engagement with language, including literary study, process writing, authentic content, and learner collaboration.


10.    Full-Frontal Communicativity


We know that the linguistic part of human communication represents only a small fraction of total meaning. At least one applied linguist has gone so far as to claim that, "We communicate so much information non-verbally in conversations that often the verbal aspect of the conversation is negligible." Despite these cautions, language teaching has chosen to restrict its attention to the linguistic component of human communication, even when the approach is labeled Communicative. The methodological proposal is to provide instructional focus on the non-linguistic aspects of communication, including rhythm, speed, pitch, intonation, tone, and hesitation phenomena in speech and gesture, facial expression, posture, and distance in non-verbal messaging.




Christison, M. (1998). Applying multiple intelligences theory in preservice and inservice TEFL education programs. English Teaching Forum, 36 (2), 2-13.

Gardner, H. (1983). Frames of mind. New York: Basic Books.

Howatt, A. (1984). A history of English language teaching. Oxford: Oxford University Press.

Larsen-Freeman, D. (2000). Techniques and principles in language teaching. Oxford: Oxford University Press.

Pawley, A., & Syder, F. (1983). Two puzzles for linguistic theory: Native-like selection and native-like fluency. In J. Richards & R. Schmidt (Eds.), Language and communication. London: Longman.

Richards, J., & Rodgers, T. (2001). Approaches and methods in language Teaching (2nd ed.). Cambridge: Cambridge University Press.


This digest was prepared with funding from the U.S. Dept. of Education, Office of Educational Research and Improvement, National Library of Education, under contract no. ED-99-CO-0008. The opinions expressed do not necessarily reflect the positions or policies of ED, OERI, or NLE.






The communicative orientation of virtual language teaching in schools

Deleece Batt

ICTs and Learning



The aim of this study was to investigate the communicative orientation of classroom

interaction in Japanese language lessons that are conducted in the virtual

environment of synchronous (real-time) telematics. Specifically, the study examined

Japanese telematics classrooms in upper primary and junior secondary schools in

Western Australia. This study focused on whether the interaction in the classes

studied, evident in the virtual learning mode of telematics, was facilitative of second

language acquisition.


Although recent studies have recommended improvements to telematics delivery, no

other known study has specifically investigated whether the interaction evident in the

delivery of Japanese via telematics is of the type that promotes successful second

language acquisition. Through the use of the Communicative Orientation of Language

Teaching (COLT) Observation Scheme, this study was able to capture and measure

features of second language classroom interaction in these telematics environments.

The form of telematics used in this study was synchronous communication between

teacher and students using telephone and computer links, sometimes also referred to

as “audiographics”.




Virtual learning environments, where communication is mediated through various

types of technology, offer immense potential for rural and remote students to engage

in interaction. It is now well accepted that “the pressure to communicate at a distance

will only increase” (Laurillard, 2002, p.147). Yet as Chaudron (2001, p.68) highlights

“the study of classroom interaction and learning has only begun to scratch the

surface”. While the benefits of virtual learning environments are well established

(McLoughlin, 1997; Oliver, 1999a, 1999b; Oliver & McLoughlin, 1997a, 1997b,

1997c, 1999; Oliver & Reeves, 1994a, 1994b; Rehn & Towers, 1994; Stacey, 1994),

empirical research in this area is limited and inconclusive in terms of the educational

benefits to the learner (McLoughlin, 1997). To date most second language acquisition

research that has focused on promoting interaction has been in the traditional face-to face environment and not the virtual environment.


The specific research focus of this classroom-centred research was to empirically

investigate the communicative orientation of a virtual learning environment such as

telematics, accessing real-time synchronous interaction to teach Japanese to remotely

located students in Western Australia. In investigating the relative emphasis on these

communicative features as identified in the research as likely predictors of successful

second language acquisition, this study determines whether communicative interaction

that promotes language acquisition, as demonstrated in current research literature, is

evident in the telematics environment under observation in this study.

The need to investigate the telematics environment stems from the fact that it is a

widely used medium of delivering second language teaching, both in Western

Australia and in a broader Australian context. However, existing research has not

provided adequate insight into patterns of interaction between students or between

students and technology as McLoughlin (1997, p.481) confirms:

Teachers must recognise that participants’ own actions, intentions and interactions

underlie the teaching-learning relationship, and that technology must serve the social

activities of dialogue, shared understanding and communication.

Recent second language acquisition research is paying more attention to what is

happening in second language classrooms not only in terms of pedagogical design of

computer-mediated communication but more specifically in terms of focusing on the

type of communicative interaction that leads to acquisition (see Chaudron, 2001;

Salaberry, 2000, 2001). Second language educators have been attempting to enhance

language learning experiences through more authentic language use and computermediated

communication has been identified as one way that this can be done by

facilitating and mediating communication between groups of students.

Whilst recent studies have recommended improvements to telematics delivery (see

McLoughlin, 1997; Oliver & Reeves, 1996; Stacey, 1994) no other known study has

specifically investigated whether the interaction evident in second language delivery

via telematics promotes second language acquisition. Furthermore, Kern and

Warschauer (2000) argue that relatively little published research has investigated the

relationship between the use of computer networks and language learning. With the

emergence of new communication media comes the need also for the development of

new communication skills (Chapelle, 2001; Salaberry, 2000).


Research questions


The aim of this study is articulated through the research questions:

What is the nature of the communicative orientation in upper primary and

junior secondary Japanese language classrooms in telematics mode?

Is the interaction observed in Japanese language telematics classrooms of the

type that promotes second language acquisition?

The first question seeks to identify the relative emphasis placed on interaction and

form-focused interaction in the telematics classroom context. The second question

identifies whether the features of interaction that second language acquisition

researchers suggest promote language acquisition are evident in the telematics context.

This study uses the term interaction to refer to the type of human-human

communicative interaction occurring in telematics language classes via the

computer/technology that is facilitated by a number of key communicative features of

interaction drawn from the research. Interactivity on the other hand is used to refer to

the human-computer engagement which is technologically facilitated.




Classroom-centred research as a methodology provides evidence about the nature and

influence language instruction and classroom interaction have on second language

learning. Classroom-centred research and its importance in second language

acquisition research has more recently been highlighted by Salaberry (2001, p.58) who



The findings of classroom research are a vital base for professional practice, if for no

other reason than that through classroom investigations we can verify or disconfirm the

effectiveness of specific or general approaches to instruction and curricular content, and

identify and understand the nature of interactive communication in the classroom.

This study focused on an analysis of interaction and, through the collection of rich

data, is able to observe characteristics of telematics classrooms that, according to

current theories of second language acquisition, promote successful acquisition.




Subjects in the study included two year seven teachers and a year nine teacher of

Japanese. The two year seven teachers delivered from a central delivery centre and the

year nine teacher was based at a remote district high school in Western Australia.

Classes differed in terms of the year level, size, number of receival sites and socioeconomic circumstances.


Stages of data collection


This study employed multiple methods of data collection (see Denzin & Lincoln,

2000). It examined descriptive process data collected from Japanese telematics classes

via audio and video recordings. Stage 1 data, a teacher questionnaire, was followed by

Stage 2 (the primary source of data collection) transcripts of audio and video

recordings of classroom interaction. Stage 3 data collection was via teacher focus

group discussion, while follow-up teacher interviews completed Stage 4 of the data



The COLT Observation Scheme


Current support for classroom-centred research has been influenced by the

development and incorporation of instruments such as COLT Observation Scheme

(Spada & Fröhlich, 1995), the major analytical tool used for the study. It was

originally developed during the 1980s when classroom-centred research was revealing

that the language teaching and learning process was not being adequately described

(see Allen, Fröhlich, & Spada, 1984). The use of this scheme stems from its ability to

bring together all of the communicative variables to capture features deemed

theoretically and empirically relevant to the second language classroom. The scheme

also provides a framework for comparing features of discourse in classrooms with

features of natural language acquisition considered to be facilitative of second

language acquisition. In this way the extent to which an instructional treatment may be

characterised as communicatively orientated can be measured. Both Part A and Part B

of the scheme were used. The features and categories in Part A are primarily derived

from pedagogical issues identified in the literature on communicative language

teaching. Features and categories in Part B reflect issues in first and second language

acquisition. The only modification was an additional investigation of how form was

used in the telematics lessons.




This study identified some communicative features of telematics delivery (similar to

those found by Fazio & Lyster, 1998; Rehn, 1992; Oliver & Reeves, 1994b) and

limitations more representative of an analytic orientation (as found by Fazio & Lyster,

1998; McLoughlin, 1997; Oliver & McLoughlin, 1997a, 1997b). Results indicate that

some of the specific features of the telematics context appear likely to impinge on the

communicative orientation of this delivery mode. There were a number of themes that

emerged across the classes in relation to the influence of the telematics context on

interaction. Whilst all telematics lessons exhibited features representative of the

communicative approach to language teaching, patterns of interaction in each of the

telematics contexts differed across the three telematics teachers and across the 12

lessons and were influenced by year level, context of the lesson, delivery mode and

external factors such as isolation. Teachers varied in their facilitation of the interaction

that telematics is capable of supporting. Results indicated a mismatch between what

teachers believed was happening in their lessons and how communicatively orientated

their lessons actually were.


Pedagogic factors impinging on the communicative orientation of this environment

included the highly teacher-centredness of the telematics context. To some extent this

was most likely contributed to the nature of the delivery mode. In particular, the use of

the computer as a controlling device and the only visual connection moved teachers

further towards a more directive delivery style and a more analytic rather than a

communicative orientation.

Given the recent support for the incorporation of some focus on form into a

communicative curriculum (see Doughty, 2001; Ellis, 2001; Spada, 1997; Williams,

1999, 2001), the supplementary focus on form data revealed some interesting results.

This data revealed how the electronic nature of telematics delivery influences how

form and forms are used in vocabulary games, drilling and repetition. Language was

not often provided in context in spontaneous or predetermined ways.


The results demonstrate that a number of the features of telematics environments have

the potential to promote the type of communicative interaction that leads to

acquisition. However, not all features that were hypothesised in the literature as

predictors of second language acquisition were being mobilised within these classes.

As a result, opportunities for the type of communicative interaction that promotes

acquisition in some classes were limited. It would therefore be recommended that

telematics teachers provide a more communicatively orientated intervention that will

offer learners greater opportunities to successfully acquire a second language. As well

as targeting the technological orientation of the delivery method by adding a human

visual connection, this would also involve the careful incorporation of the features that

are characteristic of a more communicative approach to second language acquisition.

Taking these results into consideration the study presents a mapping framework that

may assist in further understanding the type of interaction that occurs in the second

language telematics environment.


The conceptualisation of a mapping framework incorporating SLA and telematics interaction


In identifying the salient communicative features believed to be predictors of second

language acquisition, this study has endeavoured to determine whether communicative

interaction that promotes this acquisition is evident in the telematics classes under

observation. In an attempt to further understand the nature of interaction in telematics

environments, a mapping framework is presented as a means to conceptualise an

interface between the second language acquisition and telematics field. This study has

recognised this gap through not only the informing literature but also through its

analysis of the data using the COLT Observation Scheme in attempting to bring the

fields of second language acquisition and telematics closer together. In this way the

significance of interaction in facilitating acquisition can be better understood.


The mapping framework – Implications for practice


The mapping framework (Figure 1) is underpinned by the interactive and collaborative

practices that have arisen out of the data and findings of this study. It brings together

both second language acquisition and telematics interaction and illustrates the

horizontal and vertical axes as intersecting to form four quadrants, A, B, C and D. The

horizontal axis is bold, indicating the second language acquisition field as the major

field through which telematics is investigated in this study. Quadrant A of the

mapping framework is suggested as best supporting the optimal type of

communicative interaction represented on the horizontal axis and active interaction asrepresented by the vertical axis.





The horizontal axis of the framework represents interaction along a continuum which

ranges from communicatively orientated interaction which is more facilitative of

second language acquisition to analytically orientated interaction which is less

facilitative of acquisition. This horizontal axis is informed by COLT which was

designed to determine the extent to which classes are more or less communicatively



Part A’s communicative features measure the extent to which classes are characterised

as communicatively orientated. These include categories derived primarily from

pedagogical issues in the communicative language teaching literature — Activities and

episodes, Participant organisation, Content, Content control, Student modality and

Materials. Part B’s communicative features within Teacher verbal interaction include

— Target language, Information gap, Sustained speech, Reaction to form/message,

and Incorporation of student utterances. Within Student verbal interaction are the

communicative features of Target language, Information gap, Sustained speech, Form

restriction, Reaction to form/message, and Incorporation of student/teacher



The findings of this study indicate that a number of the communicative features

representative of the communicatively orientated end of the horizontal continuum

were not clearly evident in the results. These included for example, Use of the target

language, interaction in Group work, Use of extended text, Use of authentic resources

and Student-made materials, Reaction to message and Clarification request. Thus,

second language telematics programmes that are representative of the

communicatively orientated end of the continuum would promote:


• engagement in two-way communicative tasks

• opportunities for group interaction

• balanced use of form and meaning

• involvement of students as co-participants

• the integration of skills to reflect an authentic use of language

• the use of authentic materials

• greater use of the target language

• engagement in the formal, functional, discoursal and sociolinguistic features

  of the language through meaning-based instruction

• instruction that allows for more giving and receiving of unpredictable


• student engagement in sustained speech

• opportunities to produce language without restrictions

• incorporation of student/teacher utterances

• student initiation of discourse

• creative and uncontrolled use of language.


At the analytically orientated end of the continuum are second language telematics

classes that are exclusively analytic in their orientation and are not representative of

the features listed above. Teacher-centred content delivery is illustrated through

frequent questioning requiring only minimal speech in return from students. Students

also engage in repetitive language including focusing on discrete grammatical forms

and vocabulary acquisition. However, these environments according to Fazio and

Lyster (1998, p.314) “may not be providing, on their own, acquisition-rich



The vertical axis represents the “technological” dimension ranging along a continuum

from media (inclusive of telematics) that are more facilitative of second language

acquisition interaction, to media that are less facilitative of this type of interaction.

Whilst the COLT continuum is represented by the horizontal axis and has been

informed by the previous second language research, this study puts forward the

“technological” dimension as represented by the vertical axis. The success of this

“technological” dimension is also dependent on the maintenance of interaction

between teacher and students, or between students (see also Laurillard, 2002).

As a result of not only the literature but also the findings of the teacher interviews and

focus group data, second language telematics programmes that are representative of an

online medium that is more facilitative of communicative interaction would promote:


• communication

• engagement of the students through active participation

• an interactive two-way connection

• the ability of the teacher to intervene/teach

• greater use of the interactive elements in teaching

• the provision of a two-way human visual link

• greater access to authentic materials

• immediacy of feedback

• minimal technical failures

• well designed instructional materials (use of two-way tasks)

• the ability of the medium to convey information

• greater control of the technology and lesson by the students (student-centred).


At the analytically orientated end of the continuum students engage in text-only

software, point and click exercises with restricted use of the second language. In this

environment interaction would be illustrative of a highly teacher-centred environment

with low-level communicative exchange. In addition, there is also limited use of the

interactive elements that telematics is capable of supporting.

Thus, the conceptualisation of this “technological” dimension and its intersection with

the horizontal continuum is an important consideration in the development of the

mapping framework which provides one way of looking at both fields. However,

further research in this area is recommended so that the type of interaction that is

promoted in the second language telematics environment is the type of communicative

interaction necessary to facilitate successful second language acquisition.


Discussion and conclusions


The results of this study have shown that a number of the features of telematics

environments have the potential to promote interaction. However, the findings suggest

that the telematics environments in this study are not being used to their full

interactive potential, either technologically or communicatively. Not all of the features

hypothesised in the literature as predictors of successful second language acquisition

were being fully harnessed within the telematics environment explored in this study.

As a result, opportunities for interaction were constrained.


There were a number of internal and external variables that influenced the nature of

the communicative orientation of telematics classes in this study. In terms of the

communicative features of interaction identified in the COLT Observation Scheme as

predictors of successful second language acquisition, a number of these were not

strongly evident in the results, for example, use of the target language, interaction in

group work, use of extended text, use of authentic resources and student-made

materials, reaction to message and clarification request.


The use of the computer as a controlling device and the only visual connection also

moved teachers further towards a more directive delivery style and greater dependence

on using English. Given the recent support for the incorporation of some focus on

form into a communicative curriculum, the supplementary focus on form data revealed

how the electronic nature of telematics delivery influenced how form was taught and

the overuse in some cases of vocabulary games, drilling, substitution and repetition.

There was also little evidence of students initiating discourse, negotiating activities or

requesting clarification. Students engaged in mainly minimal rather than extended text

thus limiting opportunities to experiment with the language.


The communicative orientation of second language telematics classes in this study

was also impacted upon by a number of external factors, such as noise, technical

breakdowns and inadequate learning environments at receival sites. The impact of the

absence of a two-way human visual connection led to teachers using a more directive

style of teaching where “silences” were often filled with teacher talk. Teachers

identified this limitation as also limiting opportunities for students to obtain

comprehensible input. However, teachers developed useful compensation strategies to

overcome some of these limitations such as using colour on the computer screen and

tone of voice to highlight salient features. They also introduced games that promoted

interaction between sites.


Whilst this study has revealed that some of the communicative features of interaction

are evident, a greater number of these features need to become more prominent or

more communicative. As well as targeting the technological orientation of the delivery

method by adding a human visual connection, this would also involve the careful

incorporation of the features that are characteristic of a more communicative approach

to second language acquisition.


Further research needs to determine how interaction can be more effectively promoted

in the telematics and virtual learning environments. It is anticipated that this study will

encourage other researchers to further investigate the benefits of a more

communicatively orientated intervention which will ultimately lead to positive second

language learning outcomes for all students in telematics environments and the

broader virtual learning contexts.




Allen, P., Fröhlich, M. & Spada, N. (1984). The communicative orientation of

language teaching: An observation scheme. In J. Handscombe, R. Orem & B.

Taylor (Eds.) On TESOL ’83. The question of control. Washington, DC:


Chapelle, C. (2001). Computer applications in second language acquisition.:

Foundations for teaching, testing and research. Cambridge: Cambridge

University Press.

Chaudron, C. (2001). Progress in language classroom research: Evidence from The

Modern Language Journal, 1916–2000. The Modern Language Journal, 85 (1),


Denzin, N. & Lincoln, Y. (2000). Handbook of qualitative research. Second edition.

Thousand Oaks, CA: Sage.

Doughty, C. (2001). Cognitive underpinnings of focus on form: In Robinson, P. (Ed.).

Cognition and second language instruction. Cambridge: Cambridge University


Ellis, R. (2001). Investigating form-focused instruction. In Ellis, R. (Ed.). Formfocused

instruction in second language learning. Oxford: Blackwell.

Fazio, L. & Lyster, R. (1998). Immersion and submersion classrooms: A comparison

of instructional practices in language arts. Journal of Multilingual and

Multicultural Development, 19 (4), 303–317.

Kern, R. & Warschauer, M. (2000). Theory and practice of network-based language

teaching. In M. Warschauer & R. Kern (Eds). Network-based language

teaching: Concepts and practice, pp.1–19). New York: Cambridge University


Laurillard, D. (2002). (2nd Edition). Rethinking university teaching: A framework for

the effective use of educational technology. London: RoutledgeFalmer.

McLoughlin, C. (1997). Investigating conditions for higher order thinking in

telematics environments. Doctoral dissertation, Perth: Edith Cowan University.

Oliver, R.G. (1999a). Online teaching and learning: Changing roles for the

participants. Proceedings of the Australian College of Education Conference,

Adelaide, September, 1999. Retrieved September 2000 from

Oliver, R.G. (1999b). Teaching and learning with technology: Learning from

experience. In On the EdgeÉ: Leading the learning revolution. Proceedings of

the Australian Curriculum Assessment and Certification Authorities

Conference. Perth: WA Curriculum Council. Retrieved April 2003 from

Oliver, R.G. & McLoughlin, C. (1997a). Interaction patterns in teaching and learning

with live interactive television. Journal of Educational Media, 23 (1), 7–24.

Oliver, R.G. & McLoughlin, C. (1997b). Interactions in audiographics teaching and

learning environments. The American Journal of Distance Education, 11 (1),


Oliver, R.G. & McLoughlin, C. (1997c). Interactivity in telelearning environments:

Using communication and dialogue meaningfully in the learning process. In J.Osborne, D. Roberts & J. Walker (Eds.). Open, Flexible and Distance

Learning: Education and Training in the 21st Century. Thirteenth Biennial

Forum of Open and Distance Learning Association of Australia, pp. 360-364.

Launceston, Tasmania: Open and Distance Learning Association of Australia.

Retrieved April 2003 from

Oliver, R.G. & McLoughlin, C. (1999). Using web and problem-based learning

environments to support the development of key skills. In J. Winn, (Ed.).

Responding to diversity: Proceedings of the 16th Annual Conference of the

Australian Society for Computers in Learning in tertiary Education. Brisbane,

Queensland University of Technology, pp. 249-256. Retrieved April 2003 from

Oliver, R.G. & Reeves, T. (1994a). Telematics in rural education: An investigation of

the use of telematics for the delivery of specialist programmes for students in

rural schools. Perth: InTech Innovations.

Oliver, R.G. & Reeves, T. (1994b). An investigation of the use of telecommunications

to increase equity and access in rural schools in Western Australia. In G. Marks

(Ed.). 5th International Ed-Media Conference. Vancouver: University Press.

Oliver, R.G. & Reeves, T. (1996). Dimensions of interactive learning with telematics

for distance education. Educational Technology Research and Development, 44

(4), 45–57.

Rehn, G. (1992). The Western Australian networks for learning trial: Overcoming the

problems of distance. In Educational technology for the clever country:

Selected papers from EdTech ’92. 1992 Conference of the Australian Society

for Educational Technology, University of Adelaide, 1–3 October 1992, pp.17–

30. Belconnen, ACT: AJET Publications.

Rehn, G. & Towers, S. (1994). Audiographic teleconferencing: The Cinderella of

interactive multimedia. In C. McBeath & R. Atkinson (Eds). Proceedings of the

second international multimedia conference, pp.468–477. Perth: Promaco


Salaberry, R. (2000). Pedagogical design of computer-mediated communication tasks:

learning objectives and technological capabilities. The Modern Language

Journal, 84 (1), 28–37.

Salaberry, R. (2001). The use of technology and second language learning and

teaching: A retrospective. The Modern Language Journal, 85 (1), 39–56.

Spada, N. (1997). Form-focused instruction and second language acquisition: A

review of classroom and laboratory research. Language Teaching, 30, 73–87.

Spada, N. & Fröhlich, M. (1995). COLT observation scheme. Communicative

orientation of language teaching observation scheme: Coding conventions and

applications. Sydney: National Centre for English language Teaching and

Research (NCETR), Macquarie University.

Stacey, E. (1994). Technology overcomes Australian distances. Technological

Horizons in Education, 21 (6), 56–59.

Williams, J. (1999). Learner-generated attention to form. Language Learning, 49, 483-


Williams, J. (2001). The effectiveness of spontaneous attention to form. System, 2,325-240.



16th ODLAA Biennial Forum Conference Proceedings 9

‘Sustaining Quality Learning Environments’

Copyright © 2003 Batt,D.






3.- Second Language Acquisition and Technology: A Review of the

Second Language Acquisition and Technology: A Review of the Research

Jean W. LeLoup and Robert Ponterio,
SUNY Cortland

Foreign language (FL) teachers have always been ahead of the curve in integrating technology in FL instruction and learning, seeing the benefits of technology even without an extant research database to confirm their judgment. The number of computer applications, communications technologies, and sheer volume of offerings on the Internet has grown at an amazing rate over the past 15 years, and many FL educators, heeding instinct, common sense, and anecdotal information, have embraced these new technologies as useful instructional tools. There is, however, a small but increasingly vocal cadre of second language acquisition (SLA) researchers who question whether the use of new technologies in language instruction furthers second language acquisition (Chapelle, 1997; Cubillos, 1998; Ervin, 1993; Garrett, 1991). Researchers lament the lack of sufficient empirical evidence to support this general belief (Burston, 1996; Salaberry, 1996) and have attempted to collect such evidence through literature reviews and calls for principled and theoretically based studies (Chapelle, 1997; Liu, Moore, Graham, & Lee, 2002; Warschauer, 1997; Zhao, 1996).

Conceptual Framework

Before discussing the effects of technology use on SLA, we must first delineate a theoretical perspective through which to view the research. While there are several competing theories of SLA, much of the research supports an interactionist position, underscoring the concomitant effects of the external linguistic environment and internal individual learner variables on language acquisition (Ellis, 1994; Larsen-Freeman & Long, 1991). The tenets of comprehensible input, intake, output, negotiation of meaning, and attention to both form and meaning are posited to have an impact on a learner’s interlanguage progression. Sociocultural perspectives on language learning, as influenced by the work of Vygotsky (Lantolf & Appel, 1994; Warschauer, 1997), provide a complementary position that considers language learners in direct relation to their social and cultural surroundings and condition. This theoretical background—reflecting both interactionist and sociocultural perspectives on second language acquisition—will frame the discussion in this digest.

While a broad range of technologies may support teaching, this digest will examine those technologies involved in computer and Internet use for purposes of FL instruction and learning and will use the term CALL (computer-assisted language learning) to include “the search for and study of applications of the computer in language teaching and learning” (Levy, 1997).


1. Problems with the Research Base

1.1. Lack of consensus

Researchers have yet to come to agreement on just what promotes and what hinders SLA. Much of the technology research base is centered on the investigation of computer use that facilitates or promotes those things that we believe aid language acquisition (e.g., interaction, target language input and output, acculturation, motivation) rather than on the measurement of outcomes. Therefore, much of the research base deals with analysis of learner discourse, self-report data, and qualitative surveys on affective reactions to technology use. Whether or not a causal relationship exists between these variables and learning outcomes or even if they are relevant influences remains a matter of speculation by researchers.

1.2. Limited population of subjects

Most research on SLA and technology use has been carried out using subject populations at the college level. Very little research in this area has been done at the K–12 level, but this is where most language instruction takes place in the United States.

1.3. Mixed methodologies

Some studies are qualitative while others are quantitative. Many analyses combine an array of studies, including some that are purely experimental and others that employ descriptive statistics. Mixed methodologies and heavy reliance on self-report data present additional difficulties in categorizing and generalizing across studies.

1.4. Impact of the technology medium

Many studies fail to take into consideration or control for the potential negative effects of computer use in terms of inexperience or aversion, such as for students with limited word processing skills. Potential short-term “false positive” or inflationary results stemming from the sheer novelty of computer use for normally mundane but necessary language learning tasks are often overlooked as well. There is also some evidence that CALL represents a different mode or form of communication than that occurring without computer technology. The resulting data from these studies should be analyzed with that in mind.

2. What Does The Research Indicate?

2.1. Sociocultural issues


From a sociocultural perspective, much of the research demonstrates the ability of CALL to provide an arena for natural, meaningful, and realistic language production and reception between and among native and nonnative speakers of the target language. Language learners engaged in computer-mediated contact with others—for example, in chat rooms where writing becomes speaking—tend to produce more language than in face-to-face discussions. In addition, participation appears to be equalized across learner populations; that is, the discussion is not dominated by a small number of students, as often occurs in the regular classroom. This may be due to the reduction of social context clues and nonverbal clues that tend to inhibit participation. There is also a greater ratio of student talk to teacher talk. Researchers cite a marked increase in cultural awareness on the part of students as well. (See Cubillos, 1998; Gray & Stockwell, 1998; Liu et al., 2002; Ortega, 1997; Salaberry, 1996; Singhal, 1998; Warschauer, 1997; Warschauer & Healey, 1998; Zhao, 1996.)

2.2. Affect

Language learners report a positive attitude toward computer use overall when engaged in language learning tasks. Use of email for interaction, for example, appears to reduce anxiety and increase motivation. Indeed, nearly all studies in the literature reviews report positive student attitudes as defined by lower anxiety levels, higher interest, and greater student participation. In particular, learners express a preference for tasks that promote social interaction between and among native speakers and nonnative speakers. (See Gray & Stockwell, 1998; Liu et al., 2002; Singhal, 1998.)

2.3. Language awareness

The use of CALL—for example, writing assistant software programs such as Daedelus InterChange—can help learners become more aware of errors and their nature so that they can monitor them in the future. In addition, instructors can use learner data produced through CALL to monitor progress and identify salient features in learners’ interlanguage. (See Cubillos, 1998; Warschauer, 1997.)


2.4. Nature of language production

There is some evidence that the language produced while engaged in CALL is qualitatively better, more coherent, cohesive, and expressive than the language learners produce in face-to-face classroom communication. There is also some indication that language learners engage in a wider variety of discourse functions and that the modifications in speech that necessarily derive from an interactionist perspective are present in greater number in CALL tasks. (See Chapelle, 1997; Cubillos, 1998; Liu et al, 2002; Ortega, 1997; Warschauer, 1996, 1997.)


2.5. Language skills

Writing is perhaps the skill most investigated by SLA researchers. As indicated above, language learners demonstrate increased target language production when using writing assistants (e.g., Système-D, Atajo, Quelle). This increased production is sometimes judged to be qualitatively better than that produced without the use of computer assistance, but the results are not unanimous in this regard. (See Chun, 1994; Gray & Stockwell, 1998; Hyland, 1993; Kern, 1995; Liu et al., 2002; Singhal, 1998; Warschauer, 1997; Warschauer & Healey, 1998.)

Very few studies concentrate specifically on the skill of listening. Clearly one benefit of CALL in this area is the increased access to target language input presented in a variety of ways. The multimedia capabilities of CALL enable learners to engage in a complex listening experience, complete with visual cues from the interlocutor. The greatest advantage touted in research on listening and CALL is that the multimedia nature of the activities addresses the use of different modalities, thus appealing to a wider variety of learning styles. (See Liu et al., 2002.)

Few studies focus on speaking, though speech recognition software has been explored as a possible aid to language learning. The general consensus is that, while this software shows promise for future research, it is not yet sufficiently developed or reliable to justify its use in FL studies. (See Liu et al., 2002.)
As for studies on the use of CALL to improve reading skills, the primary emphases have been the use of glosses and vocabulary acquisition. In both areas, students using computer technologies to assist in comprehending reading passages and identifying vocabulary outperformed control groups of students who did not have this assistance available or chose not to use it. (See Cubillos, 1998; Liu et al., 2002.)


3. Additional Thoughts on SLA and Technology

More important than the use of technology per se is the quality of what is done with this medium. A badly conceived interactive task or activity is poor whether it is done on a computer or face to face. Using technology is not enough. In order to promote successful learning, tasks must be meaningful, have a true interactional component, and have a comprehensible purpose for the language student (Chapelle, 1997; Liu et al., 2002; Warschauer & Healey, 1998). Future CALL research endeavors should begin with this premise.


Note: As a complete literature review with concomitant references is far beyond the scope of this digest, several overarching issues are addressed, and some general research-based results are discussed. The reference section offers several extensive literature reviews and SLA books for additional reading.



Burston, J. (1996). CALL at the crossroads: Myths, realities, promises and challenges. ARAL, 19(2), 27-36.
Chapelle, C. (1997). CALL in the year 2000: Still in search of research paradigms? Language Learning & Technology, 1(1), 19-43.
Chun, D. (1994). Using computer networking to facilitate the acquisition of interactive competence. System, 22(1), 17-31.
Cubillos, J. H. (1998). Technology: A step forward in the teaching of foreign languages. In J. Harper, M. Lively, & M. Wiliams (Eds.), The coming of age of the profession: Issues and emerging ideas for the teaching of foreign languages (pp. 37-52). Boston: Heinle & Heinle.
Ellis, R. (1994). The study of second language acquisition. Oxford: Oxford University Press.
Ervin, G. L. (1993). Can technology fulfill its promise? IALL Journal, 26(2), 7-16.
Garrett, N.(1991).Technology in the service of language learning: Trends and issues. Modern Language Journal, 75 (1),74 -101.
Gray, R., & Stockwell, G. (1998). Using computer mediated communication for language and culture acquisition. On-CALL, 12(3). Retrieved July 8, 2003 from
Hyland, K. (1993). ESL computer writers: What can we do to help? System, 21(1), 21-29.
Kern, R. (1995). Restructuring classroom interaction with networked computers: Effects on quantity and quality of language production. Modern Language Journal, 79(4), 457-476.
Lantolf, J. P., & Appel, G. (Eds.) (1994). Vygotskian approaches to second language acquisition. Norwood, NJ: Ablex.
Larsen-Freeman, D., & Long, M. H. (1991). An introduction to second language acquisition research. London: Longman.
Levy, M. (1997). CALL: Context and conceptualisation. Oxford: Oxford University Press.
Liu, M., Moore, Z., Graham, L., & Lee, S. (2002). A look at the research on computer-based technology use in second language learning: A review of the literature from 1990-2000. Journal of Research on Technology in Education, 34(3), 250-273.
Ortega, L. (1997). CACD in the L2 classroom: What do we know so far? Language Learning & Technology, 1(1), 82-93.
Salaberry, M. R. (1996). A theoretical foundation for the development of pedagogical tasks in computer mediated communication.
Calico Journal, 14(1), 5-34.
Singhal, M. (1998). Computer mediated communication (CMC): Technology for enhancing foreign language/culture education. On-Call, 12(1). Retrieved July 8, 2003 from
Warschauer, M. (1996). Comparing face-to-face and electronic communication in the second language classroom. CALICO Journal, 13(2), 7-26.

Warschauer, M. (1997). Computer-mediated collaborative learning: Theory and practice. Modern Language Journal, 81, 470-81.
Warschauer, M., & Healey, D. (1998). Computers and language learning: An overview. Language Teaching, 31, 57-71.
Zhao, Y. (1996). Language learning on the world wide web: Toward a framework of network based CALL.
Calico Journal, 14(1), 37-51.

© 2003 by Center for Applied Linguistics, Universität Salzburg





Straight Eye for the Queer Guy

By John Bartlett
John Bartlett is a designer, writer and D.J. in New York.

Last July, I put on my tightest pink shirt and lowrider Levi's, tortured my hair into a faux-hawk and headed to Midtown for an audition as the fashion expert for the new makeover reality show ''Queer Eye for the Straight Guy.'' I questioned whether my being gay meant that I automatically had the authority to rescue my straight brothers from their pleated Dockers and $10 haircuts. Did America need another gay man with an agenda, even if it was simply to get a dude to use a Biore pore strip once in a while? Nevertheless, I wanted the gig and was miffed when I was not chosen to join the Fab Five.

Was I not gay enough for prime time? Living in Chelsea, just off ''Gayth Avenue,'' I am the perfect case study of the kind of gay man who embraces everything masculine and yet is not afraid to high-kick like a Rockette when so inspired. On the outside, I want to look like the Brawny paper-towel guy, but inside I'm contemplating whether to trim my chest hair, schedule a love-handle wrap at Nickel or get the clear polish at Bloomies Nails.


When ''Queer Eye'' went on the air in July, I was surprisingly charmed and found myself laughing out loud, especially at the fashion expert, Carson Kressley, and his hysterically campy quips. The success of the show started me thinking about a new reality show in which the tables are turned and gay men undergo an un-makeover. Call it ''Camp Boot Camp,'' the idea being that a team of hetero hunks educate gay men like me on the finer arts of ''being a guy.'' We would be tutored in things like how to survive in the wilderness for 24 hours without a protein shake or how to sit spread-legged drinking a Schlitz with some straight buddies watching ''Monday Night Football'' without looking as if we're cruising them. Granted, not all gay men live in Chelsea or throw like a girl -- I've even heard of a gay guy in Maine who can bait his own hook -- but for argument's sake, how would the butch patrol undo years of living in Gayness Central?


I decided to test-drive ''Camp Boot Camp'' and see what would happen if I subjected myself to the brutal critique of the ''straight eye.'' I had been putting off a trip to New Jersey to buy a new car (my first, at 40) and thought that with a straight man's help, I might at least look the part of an everyday Joe instead of an overdone G.I. Joe. I called my straight bud Milke (he goes by his last name, of course) and asked if he would accompany me to the unfamiliar territory of Men's Wearhouse, that mainstream arbiter of democratic taste, and style me in his image.


Milke is a man's man. He can build a log cabin from a kit; drives a four-on-the-floor '52 Dodge pickup; plays in a rockabilly band, the Rancheros; and could wrestle an alligator if he had to. When I met him outside Men's Wearhouse on the Avenue of the Americas, I was in my Chelsea best: pink shirt, orange belt and military fatigues (butch-femme, I like to call it). Milke looked as if he had just finished a round of golf: bright green polo shirt (untucked), khakis and freshly polished oxfords. He described his look as one that goes from the office to the golf course to the bar.


As we perused the retro-hetero landscape of pinstriped suits, blue dress shirts, burgundy ties and Hawaiian shirts, Milke explained that size matters to straight guys, too. ''The first mistake gay men make is they pick a shirt one size smaller than they should be wearing,'' he said, ''while straight men pick the shirt one size bigger than they should be wearing.''


I had always envisioned the universal straight guy's uniform to be a blue button-down shirt, tassled loafers and pleated khakis (assuming all straight dudes above 14th Street had a preference for pleats). I asked Milke for his take on the pleated-versus-flat-front quandary and was surprised to learn my first lesson in gay-to-straight crossover style. ''I am a flat-front man myself,'' he said in his smooth Texas drawl. ''I don't think that the look of a pleated or a flat-front is gay or straight. I look thinner in a flat-front. When I wear pleats it looks like I have an hourglass figure. From the waist down, I want to cut a stripe.'' Still, he dutifully picked a pair of black double-pleated pants for me as part of my re-education. I winced, wondering if I'd break out in hives if forced to wear pleats in public.


After assembling an outfit suitable for a Mormon, Milke escorted me to the shoe department, where I naively picked up a light brown loafer. He nixed it. ''This shoe will get too dirty,'' Milke said. ''Gay guys will stop to ask for help on the side of the road, but straight guys will get under the car and fix it.''


I pointed out that we're not all damsels in distress and that a lot of gay guys pride themselves on their mechanic's instinct. We settled on a practical black loafer with a tassel, the kind my dad used to wear with his Hickey-Freeman suits. As we cruised the racks for suitable threads, I was amazed at how many men were shopping with their girlfriends or wives. It's common knowledge that the average straight man doesn't like to shop and that many times it is the woman in his life who dresses him. Milke agreed. ''I typically like to have my clothes bought for me by the girl I am dating at the time,'' he said. ''After all, it's her aesthetic that counts.'' That was a concern. I haven't had a woman pick out my clothes since my mom bought me a coordinated baby blue Garanimals ensemble for my ninth birthday.


When we finished our tour, we laid out Milke's picks for my ''straight-over.'' Black pleated pants, faux-alligator belt with novelty buckle, sea-foam green polo with ample room and light green tweed blazer -- ''perfect for the Masters tournament,'' Milke said. But something was missing. If I was to complete my mission and head to New Jersey for a car, I wanted the piece de resistance, the pleather cell-phone cradle to attach to my belt. I asked Milke if he had one to complete my look. He did not, but explained the common sense behind this hetero trend: ''They don't know where else to put them. My gayest straight friend wears his around his neck like an accessory.'' If there was ever a justification for carrying a male purse, it is the sight of a grown man taking his fashion cues from a St. Bernard.


Whether a man is gay or straight, shopping can be a stressful, humbling experience. And yet after my fear of being seen in pleated pants subsided, I realized shopping at Men's Wearhouse was a great relief. Instead of a designer-label sales queen rolling his eyes when I ask for size-32-waist pants, there were real guys helping other real guys (and me) with no-nonsense, reasonable, good-quality product. Milke and I agreed that the average straight man would typically spend less on his clothes than the gay shopper, and look for safe bets rather than splurge. For the straight guy, shopping is a necessary evil; for his gay counterpart, it has become a sporting event of sorts. If there's one thing a straight man can teach a gay shopaholic, it's not to take it all so seriously.


When I stepped into the dressing room to try on Milke's chosen look for me, I was reminded of Mystery Date, my favorite (secret) board game when I was a boy. Designed by Milton Bradley, the game is a study in female passivity, in which the schoolgirl players rush to prepare for the date waiting behind the plastic white door. I remembered my boyhood crush on ''the dud'' and wondered which mystery date I would embody once I stepped out of the dressing-room door.


I was taken aback when I greeted my new self in the three-way mirror as Milke straightened my collar. It was me, more dud than dream, played down several straight notches. ''Plain and understated but with a touch of J.F.K. suave,'' Milke said. Perfect for the PATH train to New Jersey, I thought. As a contestant on ''Camp Boot Camp,'' I would probably be seen in the next episode bargaining with a Rodney Dangerfield-looking car salesman and trying to pass as an average Joe. But first, let's see how the new me rates in Chelsea.


Copyright 2003 by The New York Times Company











I° Congreso de Autores Ingleses

Valores y Cultura en la Literatura Inglesa


26, 27 y 28 de junio de 2008

Facultad de Filosofía y Letras – Universidad Nacional de Cuyo –Parque Gral. San Martín – Mendoza


Asociación de Colegios e Institutos de Inglés de Mendoza


Objetivo: trabajar junto con la lengua inglesa la mejor literatura en inglés, susceptible de rescatar valores altamente humanos, “la posición del hombre en el mundo, en la sociedad y respecto de lo trascendente”.


Convocatoria: profesores y estudiantes a la preparación de trabajos para su presentación



Estructura: conferencias plenarias luego, comisiones simultáneas de profesores y de estudiantes.


Prof. Laura Cassetti de Racca - Coord. Gral. Congreso Prof. Néstor G. Luján - Pres. Comisión Organizadora -


Informes:  Teléfono: 0261-4240278 2615122638







English Language Teaching Contacts Scheme (ELTeCS)


ELTeCS is for teachers who want to know what's happening in ELT in Latin America and globally.


ELTeCS is a knowledge sharing network for English language teaching practitioners worldwide, run by the British Council and six regional newslist Editors. 


ELTeCS offers teachers access to information about development opportunities in their region and further afield, such as:


* workshops, Hornby schools, online courses

* conferences and other events

* online resources and activities

* journals and newsletters

* competitions

* teacher projects.


Many - but not all - of the services, products and resources mentioned are from UK ELT experts, trainers and providers. 


ELTeCS provides this information through six regional email newslists, one each for:


* Africa and the Middle East

* Central and South Asia

* East Asia

* Europe, Caucasus and Russia

* India and Sri Lanka

* Latin America and the Caribbean.


ELT practitioners can subscribe to a maximum of two of these newslists free of charge. You can subscribe in just two minutes by filling in the online questionnaire at  

and selecting the regional email newslist you wish to receive.  In response, you will get a message from the Editor, within a few days, welcoming you. 

Digests of news items will appear automatically in your email inbox once or twice a week. ELTeCS members can post their own announcements, queries and requests. 


The Editor for the ELTeCS Latin America newslist is Renate Thummler Blum, based in Mexico at


The newslists are backed up by the website -  which contains a global ELT event calendar and Teacher Association contact details, as well as reports on past teacher projects.









Facultad de Lenguas · Universidad Nacional de Córdoba


Av. Vélez Sarsfield 187 · Córdoba · Argentina · CPA X5000JJB · Tel/Fax +00 54 0351 4331073 al 75 int. 30




Maestría en Inglés

Les informamos que continúan abiertas las pre inscripciones para la 5º cohorte de la Maestría en Inglés con Orientación en Lingüística Aplicada y en Literatura Angloamericana.



       Magister en Inglés con Orientación en Lingüística Aplicada

       Magister en Inglés con Orientación en Literatura Angloamericana

       Acreditada por CONEAU Resol. 269/07 y 270/07 (UNC);

       Resol. 274/07 y 275/07 (UNRC);

       Validada por MECyT  Resol. 219/99

Cursos de Posgrado



Dra. Luisa Granato


Fechas: 19, 20, 21 de junio; 3, 4 y 5 de julio de 2008

Horario: 9 a 19 hs.

Dración: 60 horas reloj

Créditos: 3(tres)

Modalidad: Presencial (80 % de asistencia)

Destinatarios: Profesores, Traductores y Licenciados en inglés o con título equivalente

costo: $330



Enseñanza de Lenguas y Nuevas Tecnologías 

Dra. Mónica Gallino  -  Mgtr. Hebe Gargiulo


Fechas: 13, 14, 27 y 28 de junio de 2008

Horario: 9 a 19 hs.

Lugar: Aula multimedia. Facultad de Lenguas, UNC - Av. Valparaíso s/n. Córdoba

Duración: 40 horas reloj

Créditos:  2 (dos)

Costo: $220




Interpretación Bilateral

Prof. Dra. Phil. Roquelina Beldarraín Jiménez

-Universidad de Ciencias Aplicadas de Magdeburgo-


Carga horaria: 20 Horas - 1 Crédito

Fechas: 4 al 9 de agosto de 2008

Horario: Lunes, martes, miércoles, jueves: 5 horas por dìa; viernes y sábado: 10 horas por día.

Modalidad: Presencial

Lugar: Facultad de Lenguas. Vélez Sársfield 187.

Costo: $110 (Consultar código de descuentos en la página Web)


Enfoques Contemporáneos a las Ciencias de la Traducción: Perspectiva Funcionalista, Semiótica y Cognitiva en Comparación

Prof. Dra. Angelika Hennecke

- Universidad de Ciencias Aplicadas de Colonia Alemania-


Carga horaria: 40 horas - 2 Créditos

Fechas: 1 al 6 de setiembre de 2008

Modalidad: Presencial

Lugar: Facultad de Lenguas. Vélez Sársfield 187.

Costo: $220 (Consultar código de descuentos en la página Web)

Las Etapas del Trabajo Terminológico

Prof. Franco Bertaccini

-Università di Bologna-


Carga horaria: 20 Horas - 1 Crédito

Fechas: 28, 29 y 30 de agosto de 2008

Modalidad: Presencial

Lugar: Facultad de Lenguas. Vélez Sársfield 187.

Costo: $110 (Consultar código de descuentos en la página Web)


Inscripción: completar el formulario que se encuentra disponible en la página web de la Facultad:  y enviarlo por archivo adjunto o presentarlo a Secretaría de Posgrado, Facultad de Lenguas, UNC. Te: 4331073/74/75 int.22,








LANGUAGE UNLIMITED –  Servicios Lingüísticos




Taller de Traducción de Neología Científico-Técnica y de Divulgación


Destinatarios: Traductores, intérpretes, estudiantes de las carreras de traductorado e interpretariado en idioma inglés, y demás profesionales de la lengua interesados en la traducción.




Distinguir entre neologismos y neónimos.


Proporcionar pautas prácticas para la detección, análisis y correcta traducción de neologismos en inglés, de diferentes áreas temáticas –tanto de textos periodísticos como de divulgación y especializados.


Producir y discutir traducciones propias (individuales y grupales) de diversos tipos de palabras y términos neológicos en sus respectivos contextos discursivos.


Fecha: jueves 19 y 26 de junio, de 18:00 a 20:00 hs.


Lugar: Pellegrini 2026, 1er piso, San Martín, Pcia. de Bs. As. (sede de Cultural Inglesa George Bernard Shaw).


Disertante: Trad. Lic. Patricia García Ces



Arancel: $ 70.-

Nota:La inscripción al taller cierra el viernes 13 de junio. 

Más información:







V Congreso Internacional De Educación

Escuela más allá de sus límites


Universidad Católica de Santa Fe

Facultad De Humanidades


La Facultad de Humanidades de la Universidad Católica de Santa Fe,  convoca al V Congreso Internacional de Educación a realizarse en la ciudad de Santa Fe, República Argentina, entre el 12 y 14 de junio de 2008.




Promover un  ámbito de diálogo constructivo y de formulación de propuestas acerca de   temas prioritarios de la actualidad escolar.


Ofrecer una instancia de capacitación a profesionales de la región, y la posibilidad de intercambiar experiencias con disertantes de prestigio internacional.


Tema Central del año 2008


“Escuela más allá de sus límites”




Educar personas más allá de las disciplinas

Integrar más allá de las capacidades

Gestionar más allá de los conflictos

Hacer más allá de sus aulas

Recrear las prácticas más allá de las teorías

Centrar su esencia más allá de las emergencias




Horarios y Sedes:

Jueves 12 de junio, San Martín 1540, 17 hs.

Viernes 13 de junio, Echagüe 7151, 9 a 18 hs.

Sábado 14 de junio, San Martín 1540, 9 a 15 hs.




Institucional /Grupal: $ 520 (Pueden asistir 5 personas)

Individual General  $ 130

Estudiantes Avanzados $65 (Cupo limitado)


Actas del Congreso en CD: $ 10

Actas del Congreso en papel: $ 45


Se recibirán inscripciones hasta el día previo al Evento ó hasta cubrir el cupo de 800 participantes (lo que suceda primero).


Datos para Pago a Distancia:


Universidad Católica de Santa Fe

HSBC Bank Argentina S.A.

CBU: 1500044200007260036314

CTA.CTE.ESP.Nº 0726 00363 1

CUIT 30-54366822-9




V Congreso  Internacional de Educación

Facultad de Humanidades, Universidad Católica de Santa Fe

Echagüe 7151 (S3004JBS) - Santa Fe, República Argentina

Teléfono:  #54 #342-4603030  int. 125; Fax: # 54 #342-4606030  int 135.








Wise and Ameghino Bookshop present

Prof. Carlos Galizzi: TEACH ON!


A whole-day seminar with unprecedented concepts and techniques for the ELT classroom

Experience a brand new selection of activities and concepts for your class!

Enjoy and celebrate your chance of being a teacher!

Teach On! Brings into the class disciplines never explored in the ELT World that you can use right away!


Saturday, June 28 - from 9.00 a.m to 5 p.m


Contents    On-going goal setting          

How to generate sense of achievement, activities, and ready- to- use techniques                    

How to make an effective Team of your group of students. Applicable techniques

How to share and generate new knowledge in the class: easy-to-use web tips and class activities   

How to use and benefit from creativity techniques in class. Create and make them create

And a lot more


By Prof. Carlos Galizzi


Carlos Galizzi is a graduate teacher from Joaquin V Gonzalez. He has been a teacher trainer at the “program for Teacher Development”, Universidad de Belgrano. He had also trained teachers at CEPA, Educational Secretariat, city of Buenos Aires. He has obtained a highest mark diploma in “Management and Leadership of the Education System and its institutions” at FLASCO Argentina.

He has taught, coordinated courses and done research in Business English for 14 years. He has specialized in Methodology at Joaquin V. Gonzalez. His main areas of interest are Business English and Teacher Training as a tool for professional and personal development.



Until June 11

Until June 25

One participant



2 participants signing up together



3 participants signing up together



4 participants signing up together



*Each one


Teach On! A seminar you'll never forget

Ameghino Bookshop

Av. Corrientes 868 - Rosario


For further information and enrolment: 034 1 -44 7 1147 int 2







Seminario Didactica de La Literatura

Subtema : El Cuento


Viernes 20 y Sábado 21 de Junio de 2008.

ISFD Nro 54 – Florencio Varela, Provincia de Buenos Aires.


Docente a cargo : Prof Gloria Pampillo




Orígenes. El cuento en la Edad Media. Fabliaux, exempla, laìs.

Siglos XIV Y XVI: Libro de Patronio, Decameron, Cuentos de Canterbury, Heptamerón.


Transición: el contexto . Desarrollo y declinación. El cuento insertado en la estructura novelística.


El cuento moderno. Las Mil y Una Noches. La tradición narrativa y la formación de las naciones. Los hermanos Grimm

De lo popular a “alta “literatura.  Hoffman


Edgar Allan Poe . Estatuto del cuento y normativa. Estética del romanticismo


Influencia en la actualidad de la preceptiva de Poe.  Poe y Horacio Quiroga. Influencia del soporte: el periodismo.


Algunos aspectos del cuento de Julio Cortázar.

Intensidad y tensión.


El cuento en la actualidad.

Poéticas del cuento.


Gloria Pampillo


Gloria Pampillo nació en Buenos Aires el 11 de Noviembre de 1938.

Es Profesora de Castellano, Literatura y Latín egresada del Instituto Superior del Profesorado “Sagrado Corazón” de Buenos Aires en 1967.

En 2004 es nombrada Profesora Consulta Titular de Universidad de Buenos Aires y la editorial Sudamericana publica su novela "Pegamento", ganadora del Premio de Novela del Fondo Nacional de las Artes.

Es Investigadora categorizada de la Universidad de Buenos Aires y profesora del Taller de Expresión I de la Carrera de Ciencias de la Comunicación de la UBA y del Taller de Lectura y Escritura para Adolescentes y Adultos de la Carrera de Especialización en Procesos de Lectura y Escritura, cátedra UNESCO, también de la UBA.

Desde el año 1973 ha dictado diferentes talleres de escritura en Argentina y España, muy reconocidos por su trayectoria y calidad. Publica narrativa para adultos, estudios críticos o ensayos, participa en congresos y encuentros, dicta seminarios en la Facultad de Ciencias Sociales y es asesora de proyectos de capacitación de maestras de escuelas unificadas en zonas carenciadas del país.

Ha publicado además las novelas “Las invenciones inglesas"(1992) por el proyecto de la cual había recibido en 1988 una beca de creación en narrativa, otorgada por el Fondo Nacional de las Artes, "Costanera sur" (1995) y "La mula en el andén" (2007), además de un considerable número de relatos, ensayos y artículos.

En el área pedagógica, publicó: "El taller de Escritura" (1982), "El Taller de Escritura con Orientación Docente" con Maite Alvarado (1985), "Talleres de Escritura. Con las manos en la masa"(1989), "Permítame contarle una historia" en colaboración (1999 y 2001) y "Una araña en el zapato" en colaboración (2005).

En 2006, el Ministerio de Cultura del Gobierno de la Ciudad de Buenos Aires le concedió una mención honorífica en el género de cuento por su obra “Tejuelas”.


Para mayor información contactar: (011) 155-851-0332 o escribir a:









11th BRAZ-TESOL National Convention

Winds of Change:  Teaching for Tomorrow



The 11th BRAZ-TESOL National Convention “Winds of Change: Teaching for Tomorrow” will be held in Fortaleza, from July 14th to 17th, 2008 at FA7 (Faculdade 7 de Setembro).


A forum for professionals in the field of English Language Teaching, the convention promotes the discussion of theoretical and practical issues related to the teaching of English to Speakers of other languages.


It is a unique opportunity for BRAZ-TESOL members and international colleagues to get together, present their work and reflect on their practices. Renowned specialists in ELT will be leading workshops and delivering papers and plenary talks.


Latest News


We are very proud to announce the PRE-CONVENTION INSTITUTES which will take place in the morning and afternoon before the opening ceremony. This time we offer the following topics:


Critical Literacy in Teacher Education (led by the Critical Literacy SIG)

Connect, Communicate and Collaborate!  (led by the Edutech SIG)

Developing Intercultural Competence in the Classroom (led by the Culture Sig)

Tune In, Speak Out: Approximating Pronunciation Teaching to Students' Needs (led by the Pronunciation SIG)


Places are limited and early registration is required, so register now!


(11) 3559-8782










Centro Alpha invita al


Taller-Presentación del Manual

MACANUDO Nueva Edición. Acceso al Español desde el Río de La Plata,

de Elina Malamud y María José Bravo.




20 de junio de 2008, 18:30 hs.


Entrada libre. Reservar lugar por teléfono o por correo electrónico.

Informes e inscripción:

María José Gassó

Por e-mail:

Por teléfono: (011) 4962-9040




Curso Alpha de Enseñanza de ELE/1

Curso presencial



Coordinado por la Esp. María José Bravo


El curso CA-ELE 1 es un curso de capacitación para la enseñanza de español a extranjeros,  destinado a todos aquellos que quieran incursionar en la enseñanza del español para extranjeros o a quienes ya están dando clases sin contar con formación específica previa.


Duración: El curso consta de 20 horas reloj de clases presenciales.


Días y horarios: del 28 de julio al 02 de agosto de 2008

Lu 28 de julio: de 18 a 21 hs.

Mar 29 de julio: de 18 a 21 hs.

Miér 30 de julio: de 18 a 21 hs.

Jue 31 de julio: de 18 a 21 hs.

Vie 01 de agosto: de 18 a 21 hs.

Sáb 02: de 10 a 13 y de 14 a 16 hs.


Requisitos para la inscripción: Para poder inscribirse, no necesita contar con formación ni experiencia previas. Solo tiene que completar la Ficha de inscripción y abonar el arancel del curso a través de un depósito bancario.


Cierre de inscripción: 11 de julio de 2008

Arancel: $ 450 (cuatrocientos cincuenta pesos) que se pagan antes de comenzar el curso a través de un depósito bancario.




Lugar del curso: En la sede de Centro Alpha, en el centro (Buenos Aires)




Informes e Inscripción

-por e-mail  

-por teléfono en Buenos Aires: + (54 11) 4962-9040






ARTESOL English for Specific Purposes


A referred international journal of issues in teaching English for specific purposes



ARTESOLESP hopes to become a professional resource in the field and an

opportunity for teachers to publish their research papers and teaching


This fully refereed journal will be published online twice a year, in April and

October. ARTESOL members will have free access to the publication. The

language of the journal is English.


Please see our submission guidelines for more information

or contact María Susana Gonzalez


Organization of the journal


Contributions: short articles published by prestigious ESP specialists.

Research Articles: This is a section devoted to the publication of research articles that

will be refereed by three renowned researchers.

Pedagogical experiences in ESP: This section includes the description of new

experiences (strategies, techniques, course design) within ESP.

Reviews: This section includes reviews of books and journals published by Universities,

Teacher Training Colleges and other institutions interested in the development of ESP

courses or studies.

Those articles, pedagogical experiences or reviews that do not meet the requirements of

this journal, will be reconsidered By the editorial board for publication on the ESP Web



Editor: María Susana González

Editorial Board: María Claudia Albini, Mónica Patricia Gandolfo, Ana María Otero.

Academic Editorial Board: PhD. Susana Tuero (University of Mar del Plata), M.A.

Sonia Suárez Cepeda (University of La Pampa), and PhD Ann Montemayor Borsinger

(University of Cuyo and Instituto Balseiro).


Call for Papers




As some teachers have asked us to give them more time to submit their proposals,  ARTESOL ESP -IS (English for Specific PurposesnSection) will receive submissions of unpublished manuscripts on any topic related to the area until June 30th 2008.


Four categories of manuscripts will be received: contributions, research articles, pedagogical experiences in ESP, and reviews.




Argentina TESOL 

Teacher Education Interest Section

Call for Submissions


Join our community


ARTESOL-TEIS, launched as a forum on issues relevant to professional development in ESL/EFL around the world, published two newsletters in 2007 (available at ) and will issue a third this July.


Would you like to write for TEIS Third Newsletter?

We are interested in sharing your ideas with colleagues all around the country and abroad.


Articles should be between 800 and 1,500 words on any topic of interest to ESOL teacher educators and teacher trainers: Teaching techniques and methodologies, tips, management of different teaching situations, testing and assessment, activities and practical ideas that worked well for you.


All manuscripts should follow APA style.

Please send your contributions to


TEIS Newsletter Editors


Marcela Jalo

Eladia Castellani


 Write to us for guidelines and advice


Chair:: Cecilia Chiacchio

Past Chair : Alicia Artusi








Primer Congreso Latinoamericano Bilingüe de Programación Neurolingüística en Educación


8-9 de agosto de 2008

Buenos Aires


Este congreso marca el décimo aniversario de RT- Resourceful Teaching, capacitando a docentes en PNL


En este único evento para Latinoamérica, estaremos ofreciendo una gran variedad de talleres acerca de cómo la PNL puede ser aplicada efectivamente a una gran cantidad de situaciones y contextos educativos.


Es en inglés y en español.

Podrás llevarte a casa muchísimas ideas prácticas y la experiencia grabada "en el músculo".


Viernes 8 de agosto 18.00

Ceremonia de bienvenida con Laura Szmuch, Jamie Duncan e invitados especiales.

Primer plenario

Fiesta de los diez años


Sábado 9 de agosto 9.00 – 17.00


Una variada selección de talleres y muestras relacionadas con el uso de la PNL en la enseñanza y aprendizaje


Habrá talleres y plenarios en inglés y en español



PNL y desarrollo profesional y personal de los docentes

PNL para llegar a todos los alumnos

Estilos de aprendizaje

Comunicación efectiva

Narración de cuentos multisensorial

Niveles de aprendizaje

Resolución de conflictos

Manejo del aula

Mapas mentales

Aprendiendo a aprender


Para información acerca de aranceles y descuentos por inscripción anticipada y grupos, envíame un correo a









Federal University of Rio de Janeiro

School of Letters

Interdisciplinary Program of Applied Linguistics


Call for Papers


The REDES (Research and Development in Empirical Studies) Research Group is

pleased to announce the 9th Symposium in Empirical Studies in Language and

Literature. This year’s theme will be “Realities and projections: acting empirically”. The

event will be held on October 9-10, 2008, at the Federal University of Rio de Janeiro.


Keynote Speakers


-Anna Chesnokova (Kyiv National Linguistic University / Ukraine)

-Giovani Parodi (Catholic University of Valparaíso / Chile)

-Heidrun Krieger Olinto (Catholic University of Rio de Janeiro / Brazil)

-Maria Lúcia Seidl de Moura (State University of Rio de Janeiro / Brazil)



Abstracts should preferably refer to the theme of the event (“Realities and projections:

acting empirically”). Different methodologies are welcome provided they follow an

empirical approach.


Form of presentation





-Two abstracts should be submitted: (a) one containing a maximum of 200 words to be

published in the book of abstracts and (b) one containing 600 words to be evaluated by

the Academic Committee.

-The expanded abstract should include contextualization, aims, review of the literature,

methodology, results and conclusions, without subheadings.

-Abstracts may be written either in Portuguese or in English. The language used in the

abstract should be the same as in the presentation.

-In both abstracts, the title must be centralized, in bold, and in capital letters. The

author’s name and his/her institution, both in italics, should come under the title. One

line should separate the abstract from the title. No foot/endnotes or references should

be included. Unusual symbols that may be changed over the digital medium should be


-Any special arrangements as regards the day/time of the presentation should be

informed to the Organizing Committee when the proposal is submitted. No changes to

the program will be made afterwards.

-Proposals should be submitted according to the guidelines posted on the website



Important Dates

-Abstract submission deadline: July 20, 2008

-Letters of acceptance: August 17, 2008

-9th Symposium in Empirical Studies in Language and Literature: October 09-10, 2008



*Presenters = R$50,00

*Other participants = R$ 20,00


Promoted By

Research and Development in Empirical Studies (REDES) – Brazil

Interdisciplinary Program of Applied Linguistics/Federal University of Rio de Janeiro


Academic Committee

-Anna Chesnokova (Kyiv National Linguistic University)

-Bárbara Hemais (Catholic University of Rio de Janeiro)

-Bernardo de Vasconcelos (University of Madeira)

-Frank Hakemulder (Utrecht University)

-Heidrun Krieger Olinto (Catholic University of Rio de Janeiro)

-Lúcia Pacheco de Oliveira (Catholic University of Rio de Janeiro)

-Marcia Paraquett Fernandes (Fluminense Federal University)

-Milena Mendes (Catholic University of Rio de Janeiro)

-Olívia Fialho (University of Alberta)

-Silvia Becker (Federal University of Rio de Janeiro)

-Sonia Zyngier (Federal University of Rio de Janeiro)

-Vander Viana (Catholic University of Rio de Janeiro)

-Willie van Peer (Ludwig Maximilians University of Munich)


Organizing Committee

-Sonia Zyngier (Federal University of Rio de Janeiro)

-Vander Viana (Catholic University of Rio de Janeiro)

-Juliana Jandre (Federal University of Rio de Janeiro)

-Samantha Nero (Federal University of Rio de Janeiro)

-Erika Coachman (Federal University of Rio de Janeiro)

Redes Websites  (International)  (Brazilian)

event website

event e-mail address







III Jornadas Inglés en las Carreras de Ingeniería

Ciudad de Mendoza

24 y 25 de octubre de 2008.

Entidades que organizan U.N.Cuyo - Departamento de Ciencias Básicas Facultad de Ingeniería.

U.T.N. Departamento de Materias Básicas Facultad Regional Mendoza.





La convocatoria a esta Jornadas se propone mantener abierto el espacio creado por las anteriores Jornadas (San Luis 2005, Buenos Aires 2006) para que tanto docentes, investigadores, como autoridades y directivos universitarios y gubernamentales nacionales e internacionales, expongan sus puntos de vista e intercambien ideas sobre los diferentes aspectos de la enseñanza de Idiomas en las Carreras de Ingeniería.



Ejes temáticos


Las Políticas Universitarias con respecto al idioma Inglés.

Metodología y Estrategia de Enseñanza.

La Enseñanza del Inglés y las Tecnologías de Información y Comunicación (TIC). La educación a Distancia.

Áreas de Idiomas.




Docentes de Inglés de las Carreras de Ingeniería, Tecnicaturas y Carreras Afines.

Docentes de otras disciplinas en las Carreras de Ingeniería y Carreras Afines.

Alumnos y graduados de las Carreras de Ingeniería y Carreras Afines.




Conferencias plenarias, a cargo de especialistas nacionales e internacionales.

Paneles a cargo de especialistas.

Ponencias sobre temas de la especialidad de los participantes, con un tiempo previsto de 15 minutos para la exposición y 5 minutos para responder preguntas.



Comité organizador


Prof. Esp. Susana Blanch, Prof. Corina Cepparo, Prof. Esp. Clara Molina, Prof. Esp. Delta Papadazos, Prof. Esp. Paola Parra y Prof. Esp. Stella Maris Pellicer

Coordinadores: Prof. Esp. Delta Papadacos y Prof. Esp. Clara Molina


Información: Facultad de Ingeniería - UNCuyo

Campus Universitario Parque Gral. San Martín

Tel: (0261) 4135005  int. 2116

Fax: (0261) 438 01 20


Horarios de Atención

Lunes, Miércoles y Viernes de 17:30 hs a 20 hs.

Martes y Jueves  de 10:30 hs a 13:00 hs.




Hasta el 30 de agosto

Desde el 31 de agosto hasta la jornada


$170  (u$s  80 )

$200 (u$s 120)


$130  (u$s 40)

$150 (u$s 55)


$40 (u$s 10)

$50 (u$s 15)



Inscripción on line

Acceso al formulario de inscripción

Pueden consultar página web:

Entrega de Resúmenes


Los interesados en participar con ponencias deberán enviar un resumen de sus trabajos por correo electrónico a:


Dichos resúmenes deberán tener las siguientes características:

Longitud: no exceder las 250 palabras

Formato: Procesador Word para Windows, Formato RTF

Tipo de letra: Times New Roman - Tamaño de letra 11

Espacio: simple - Tamaño de hoja: A4.

En el mismo deberán especificar:

Título del trabajo, centrado.

Autor/es, institución (nombre y dirección completa), izquierda.

Eje temático en el que inscribe el trabajo.

Dirección electrónica del primer autor.

Fecha de presentación: hasta el 30 de junio de 2008.






Visita Académica del Prof. Anthony S. Bryk, Ed.D. School Of Education, Stanford University.


Estudios Y Propuestas Para La Mejora Escolar

Fecha de realización: martes 17 de junio al lunes 7 de julio de 2008


Organiza: Pontificia Universidad Católica Argentina. Facultad de Psicología y Educación. Departamento de Educación (Traducción simultánea al español de todas las actividades)



Conocer las líneas de investigación y los modelos de mejoramiento escolar de otras regiones.

Contextualizar estas experiencias y aportes en nuestra región.

Generar espacios de diálogo y de trabajo efectivo entre académicos, políticos, directivos y docentes para promover y ayudar a consolidar la labor conjunta de estos actores.

Promover la formación de investigadores y el desarrollo de proyectos académicos y de gestión en materia de mejora escolar.

Identificar los principales nudos problemáticos y las metodologías de abordaje posibles en este campo de estudios.

Profundizar la formación teórica y práctica de gestión educativa en sectores de escasos recursos y de débiles resultados educativos.

Iniciar el proceso de consolidación de una comunidad-red de investigadores, políticos, profesionales y directivos interesados en estos temas.

Desarrollar vínculos con otras instituciones estatales y privadas, nacionales y regionales, que permitan intensificar el trabajo académico y de cooperación sobre las escuelas.



Curso de posgrado

Organizando escuelas para la mejora: marcos teóricos, resultados empíricos y métodos de investigación

Profesor invitado: Anthony S. Bryk, Ed.D.


 - Una introducción a la organización de escuelas para la mejora.

 - Un marco teórico sobre los apoyos esenciales para la mejora escolar.

 - La evidencia empírica de los efectos de la organización escolar.

 - La función del contexto escolar.

 - La función de la confianza relacional en la mejora escolar.

 - La función de la coherencia educativa en la mejora escolar.

 - Una introducción a la lógica de los modelos lineales jerárquicos.

 - Aplicaciones para la investigación sobre los efectos de la escuela.

 - Trabajando con la evidencia estadística sobre el efecto “escuela común” en las

    escuelas católicas.

-          El caso paradigmático en la investigación educativa: estudiando los efectos de las

    escuelas en el desarrollo de los estudiantes a través del tiempo.


Destinatarios: graduados de nivel superior, estudiantes de posgrado, profesores de nivel superior, investigadores y directivos.


Metodología: clases magistrales y sesiones de discusión.

Modalidades de participación: cursada con o sin evaluación final.

Certificado: se otorgarán según el tipo de participación. Como curso de posgrado es acreditable para especializaciones, maestrías y doctorados de cualquier universidad y equivalente a 48 horas reloj (tiempo de cursada más elaboración del trabajo final).


Fechas y horarios: martes 17 a jueves 19 de junio de 9 a 13 y 30 y viernes 20 de junio de 9 a 13 y 30 y de 15 a 18 y 30.

Lugar: Aula 401 del Edificio Santo Tomás Moro, 4º piso, Campus Puerto Madero, UCA, Avenida Alicia Moreau de Justo 1400, Ciudad de Buenos Aires.


Organiza: Centro de Investigaciones en Educación (CIE) y Programa de Servicios Educativos (PROSED) del Departamento de Educación (UCA). Arancelado



Encuentros con investigadores y académicos Teoría y metodología de las investigaciones sobre mejora escolar

Investigador invitado: Anthony S. Bryk, Ed. D.

Destinatarios: investigadores, académicos y profesores de nivel superior de América Latina.

Metodología: exposiciones, diálogo y debate abierto.

Fechas y horarios: miércoles 18 y jueves 19 de junio de 15 a 17 y 30.

Lugar: Aula 401 del Edificio Santo Tomás Moro, 4º piso, Campus Puerto Madero, UCA, Avenida Alicia Moreau de Justo 1400, Ciudad de Buenos Aires.

Organiza: Centro de Investigaciones en Educación (CIE) del Departamento de Educación (UCA).

Entrada sin cargo con inscripción previa (ver al final). Se otorgarán certificados a requerimiento.


Encuentro con políticos y técnicos. Políticas educativas y mejora escolar

Investigador invitado: Anthony S. Bryk, Ed. D.

Coordinador: Lic. Darío Pulfer, Director Regional, OEI.

Destinatarios: políticos y funcionarios de los ministerios y de organismos regionales.

Metodología: breve exposición inicial y diálogo abierto.

Fecha y horario: lunes 23 de junio de 14 a 17.

Lugar: Sede Regional de la OEI, Sala de Reuniones, Paraguay 1510 1er. Piso, Ciudad de Buenos Aires.

Organiza: Oficina Regional en Buenos Aires de la Organización de Estados Iberoamericanos para la Educación la Ciencia y la Cultura (OEI) y

Departamento de Educación (UCA). Participación con invitación.


Conferencia abierta: Confiar en las escuelas

Expositor invitado: Anthony S. Bryk, Ed. D.


Dra. Adriana Aristimuño, Decana de la Facultad de Ciencias Humanas,

Universidad Católica del Uruguay.

Dra. Silvina Gvirtz, Profesora de la Escuela de Educación, Universidad de San Andrés, y Directora General del Proyecto Escuelas del Bicentenario.

Moderador: Lic. Carlos H. Torrendell, Director del Departamento de Educación, UCA.

Destinatarios: estudiantes y público interesado.

Metodología: conferencia inicial, breves comentarios de los especialistas invitados y diálogo abierto.

Fecha y horario: lunes 23 de junio de 18 a 20 y 30.

Lugar: Auditorio Mons. Derisi, Edificio San Alberto Magno, Campus Puerto Madero, UCA, Alicia Moreau de Justo 1500, Ciudad de Buenos Aires.

Organiza: Fundación La Nación y Programa de Servicios Educativos (PROSED) del Departamento de Educación (UCA).

Entrada sin cargo con inscripción previa (ver al final). Se otorgarán certificados a requerimiento.


Encuentro con directivos y supervisores de la Capital Federal.  Mejorar la escuela: investigaciones, propuestas y debates

Presiden el encuentro: Dr. Mariano Narodowski, Ministro de Educación de la CABA, y Prof. Alfredo M. van Gelderen, Vicedecano de la Facultad de Psicología y Educación, UCA.

Expositor invitado: Anthony S. Bryk, Ed. D.

Destinatarios: directores y supervisores de las escuelas de gestión estatal y privada de la Ciudad de Buenos Aires.

Metodología: breve exposición inicial, paneles, debates y diálogo abierto.

Fecha y horario: martes 24 de junio de 14 a 17.

Lugar: Salón Teatro del Instituto “Félix F. Bernasconi”, Catamarca 2099, Ciudad de Buenos Aires.

Organiza: Ministerio de Educación del Gobierno de la Ciudad Autónoma de Buenos Aires y Programa de Servicios Educativos (PROSED) del Departamento de Educación (UCA).

Entrada sin cargo con inscripción previa (ver al final). Se otorgarán certificados a requerimiento.


Participación en: Jornada “Por una comunidad educativa inclusiva: reflexiones en torno a la deserción escolar y la repitencia”

Conferencia inaugural: ¿Qué puede hacer la escuela (y cómo ayudarla) frente a la deserción escolar y la repitencia? Perspectivas internacionales

Investigador invitado: Anthony S. Bryk, Ed. D.

Destinatarios: directivos y técnicos de las organizaciones de la sociedad civil y de entidades donantes y funcionarios públicos.

Metodología: conferencia y diálogo.

Fecha y horario: jueves 3 de julio de 9 a 10.

Lugar: Auditorio Santa Cecilia, Edificio San Alberto Magno, Campus Puerto

Madero, UCA, Alicia Moreau de Justo 1500, Ciudad de Buenos Aires.

Organiza: Grupo de Fundaciones y Empresas con el apoyo del Programa de

Servicios Educativos (PROSED) del Departamento de Educación (UCA).

Entrada sin cargo con inscripción previa (ver al final). Se otorgarán certificados a requerimiento.


Encuentro con directivos de las escuelas de las provincias. Escuela y contexto social: dificultades y oportunidades

Investigador invitado: Anthony S. Bryk, Ed. D.

Destinatarios: directores y supervisores de escuelas de gestión estatal y privada de las provincias.

Metodología: breve exposición inicial y diálogo abierto.

Fecha y horario: jueves 3 de julio de 14 a 17.

Lugar: Fundación Bunge y Born, 25 de mayo 501, 8º piso, Ciudad de Buenos Aires.

Organiza: Fundación Bunge y Born, Escuela de Educación de la Universidad de San Andrés y Programa de Servicios Educativos (PROSED) del Departamento de Educación (UCA).

Entrada sin cargo con inscripción previa (ver al final). Se otorgarán certificados a requerimiento.


Informes e inscripción

Oficina de Extensión y Posgrado, Facultad de Psicología y Educación

Alicia Moreau de Justo 1500, Edificio San Alberto Magno, 1er piso, Puerto Madero, Horarios de atención: lunes a viernes de 14 a 20.

Tel. y Fax: (54 11) 4338-0822







Practical Issues in EFL Teaching

Organized by ASPI (Santa Fe)

Friday June 27 – 4.30 to 9.00 pm

Saturday June 28 – 9 to 12.30 pm

Facultad de Ciencias Económicas - Santa Fe



Ana Marina Suárez Gianello - Exploring Teachers' Beliefs

Cristina Rivas - Cultural Awareness in the EFL Classroom: The Why And The How

Ma. Alicia Maldonado - Say It Right You Say

Adriana Díaz - Too Many Words Spoil the Meaning?


Fees: FAAPI members: $40, Non-members: $60, Students: $30


For more information, please contact

ASPI Santa Fe - Cruz Roja Argentina 1867 - 3000 - Santa Fe








Jornada De Capacitación Problemática de la Corrección de Traducciones


Sábado 7 de junio de 2008

de 10.00 a 13.00 y de 15.00 a 18.00





   Los errores que se cometen cuando se traduce al español.

    Corrección de traducciones del inglés al español de 

    acuerdo con las nuevas normas académicas.


   Los errores que se cometen cuando se traduce al inglés.    

    Corrección de traducciones del español al inglés.




Profesores: Dra. Alicia María Zorrilla y Prof. Alejandro Parini


Arancel: $ 90 toda la Jornada


Jornada de Actualización sobre Lengua Española para Correctores y Traductores


Sábado 28 de junio de 2008

de 10.00 a 13.00 y de 15.00 a 18.00




• Nuevas normas académicas. Las dudas lingüísticas que se presentan en los trabajos de corrección y de traducción.


  Corrección de Textos. Los errores que se presentan en 

    textos en español y en textos traducidos al español



Profesoras: Dra. Alicia María Zorrilla y Trad.ª Estela Lalanne de Servente


Arancel: $ 60 toda la Jornada


La vacante queda reservada con el pago del arancel.


Informes e inscripción: Avda. Callao 262  Piso 3°  Buenos Aires

De lunes a viernes, de 9.00 a 13.00 y de 16.30 a 20.30

Tel./Fax: 4371-4621








ARGENTINA TESOL welcomes Members and Non-Members

to its 21st. Annual Convention

“Building Communities of Inquiry, Practice, and Creativity: Voices of the South”

to be held at  Universidad Nacional del Nordeste

on October 3 and 4, 2008



At Centro Cultural Nordeste           

Arturo Illia 355, Resistencia, Chaco, Argentina



Further information and registration will soon be available at:






UBA y UNICEF auspician:

Jornada de Literatura Infantil y Juvenil

“Abrir Un Libro, Abrir El Mundo”

5 de julio de 2008 en el Centro Cultural Francisco Paco Urondo

25 de Mayo 221- Ciudad de Buenos Aires



Centro Cultural Paco Urondo

Maestría en Análisis del Discurso

Seminario de Literatura Infantil Latinoamericana

Facultad de Filosofía y Letras. Universidad de Buenos Aires



Prof. Lidia Blanco Y Lic. Alicia Origgi


Programa de la Jornada

9.30: Inscripción

10.00: Apertura

Palabras de inauguración de la Jornada a cargo de la Dra. Elvira Arnoux, directora de la Maestría de Análisis del Discurso

Lic. Alicia Origgi

Prof. Lidia Blanco

10.30: “El crítico en su laberinto”

Alicia Dieguez, Nora Sormani, Fabiana Margolis y Silvina Marsimián

Coordinación: Alicia Origgi y Elida Colella

11.45: Literatura Infantil y nuevas representaciones de Infancia:

“Literatura para las Infancias del Siglo XXI”

Griselda Gálvez, Margarita Mainé y Claudia Sánchez

Coordinación: Ana María Oddo

12.45: Intervalo

13.45: “Literatura juvenil... ¿modelo para armar?”

Esteban Valentino, Márgara Averbach, Sandra Comino y Paula Bombara

Coordinación: Lidia Blanco y Laura Slutzky

15.00: “Aventuras y desventuras en el País de la Edición

Natalia Méndez, Ana Lucía Salgado, Laura Giusani y Rosario Charquero.

Coordinación: Larisa Chausovsky

16.00: “Conferencia a cargo de la escritora María Teresa Andruetto”

17.00: “Espectáculo de narración oral: Analía Brie y Ernesto Arrieta”



Inscripción e Informes:








5to. Seminario Anual 2008 Violencia en las Escuelas.

Cómo Gestionar los Conflictos en la Escuela


Fecha de realización: 28/05 - 25/06 - 27/08 - 24/09 y 22/10 de 18.00 a 20.00


Lugar: Facultad de Derecho - UBA, Av.Figueroa Alcorta 2263, Ciudad de Buenos Aires


A cargo de: Lic. Fernando Osorio y Dr. Néstor Solari

Organiza: Estudios para la Infancia


Destinatarios: Psicólogos, médicos, psicopedagogos, docentes, directores, tutores


Temáticas: intervenciones y gestión de la violencia en las escuelas








Fundación Majdalani  & Santa Monica School of Languages


Tenemos el agrado de invitar a Ud. a nuestro taller de capacitación para docentes de todas las áreas y directivos de E.P.B.

El mismo se llevará a cabo en la Fundación Majdalani, Juncal 3708 – PB

Ciudad de Buenos Aires, el Sábado 14 de Junio de 9.00 hs a 15.00 hs. de acuerdo con el siguiente programa:




9:00 hs:    Inscripción

9:30 hs:    Desarrollo Moral del Niño              

Evolutiva moral y emocional del niño de 0 a 12 años.

Actitudes pro sociales y antisociales. Conflictos morales.

El docente como mentor moral.

11:00 hs:  Corte

11:30 hs:  Dinámicas

Análisis de distintos conflictos áulicos.

Rol docente.




12:30 hs: Brunch

13:30 hs: Manejo de Grupo

Dónde y por qué fallamos los docentes.

Nuevas realidades y conductas conflictivas en el aula.

Estrategias prácticas para perfiles especiales.





M. E. María Lourdes Majdalani

Lourdes es directora del Centro para el Desarrollo Moral de Fundación Majdalani.  Es una experimentada capacitadora docente, especializada en Harvard Graduate School of Education, EE.UU.  Ha disertado en distintos establecimientos educativos en todo el país y es co-autora del “Proyecto Valores”, que apunta a despertar la conciencia moral en los niños. En la actualidad trabaja activamente en la investigación y seguimiento de conflictos morales en diversas realidades socioculturales de Argentina.


Prof. Alejandra Ottolina

Alejandra es asesora de distintos establecimientos educativos de nuestro país en el área de inglés. Es una capacitadora docente de amplia trayectoria con acreditación internacional y Directora de Estudios de Santa Monica School of Languages. Ha disertado en conferencias en Argentina y Uruguay y es autora/consultora para MACMILLAN Publishers.


Informes e inscripción

4241-2667 (15:00 hs. a 19:00 hs.)

4773-0673 (17:00 hs. a 20:30 hs.)


Costo $ 50.00 hasta el 12 de Junio con pago por CBU

$ 60.00 inscripción por mail con pago a la fecha del evento


Café y lunch incluídos en el arancel

Estrada, Puerto de Palos y Macmillan nos acompañarán con un stand

Se entregarán certificados de asistencia.






CETI - Centro de Traducción e Interpretación


Taller de Traducción de Textos Médicos, módulo II


Contenidos: Taller de Traducción de textos de medicina (inglés-español; español-inglés). Características del discurso especializado.

Diferentes géneros científicos. Terminología y fraseología especializadas.


Docente a cargo: Pamela Fioravanti, traductora pública y técnico-científica especializada en medicina. Colaboradora de instituciones hospitalarias.


A partir del 12 de junio, los días jueves de 18:30 a 20:30 hs.

Arancel: 2 cuotas mensuales de $220.

Duración: 8 clases.

Vacantes: Doce

Horarios de inscripción: de 11 a 17 horas.

Formas de pago: Consultar por correo electrónico.

Se expiden constancias de asistencia.



(54 11) 4953-1212 





We would like to finish this issue of SHARE with this pep-up message from a very dear SHARER:



Dear Marina, Omar and Martín,


Share Magazine looks, sounds and feels better all the time!

Thank you for so many improvements: it really shows your dedication, generosity and hard work.

Congratulations also to our new colleague Martín

Keep the good work and thank you again for SHARE-ing!



Lidia Schliesinger <>




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.