SHARE
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
__________________________________________________________
Dear SHARERS,
This is undoubtedly a sad week for the ELT scene in
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
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
Love
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
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
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
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
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1.- TEN NEW SCENARIOS FOR LANGUAGE TEACHING
METHODOLOGY
Language Teaching
Methodology
Theodore S. Rodgers, Professor Emeritus,
Background
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 (
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
• 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,
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
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 (
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.
References
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.
Howatt, A. (1984). A history of English
language teaching.
Larsen-Freeman, D. (2000). Techniques and
principles in language teaching.
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.
Richards, J., & Rodgers, T. (2001).
Approaches and methods in language Teaching (2nd ed.).
________________________________________
This digest was prepared with funding from
the
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2.- COMMUNICATIVE VIRTUAL LANGUAGE TEACHING IN
SCHOOLS
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
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”.
Background
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
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
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.
Methodology
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
states:
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
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
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
collection.
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.
Results
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
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
orientated.
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
utterances.
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
information
•
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
environments”.
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.
References
Allen,
P., Fröhlich, M. & Spada, N. (1984). The communicative orientation of
language
teaching: An observation scheme. In J. Handscombe, R. Orem & B.
TESOL.
Chapelle,
C. (2001). Computer applications in second language acquisition.:
Foundations
for teaching, testing and research.
University
Press.
Chaudron,
C. (2001). Progress in language classroom research: Evidence from The
Modern
Language Journal, 1916–2000. The Modern Language Journal, 85 (1),
57–76.
Denzin,
N. & Lincoln, Y. (2000). Handbook of qualitative research. Second edition.
Doughty,
C. (2001). Cognitive underpinnings of focus on form: In Robinson, P. (Ed.).
Cognition
and second language instruction.
Press.
Ellis,
R. (2001). Investigating form-focused instruction. In Ellis, R. (Ed.).
Formfocused
instruction
in second language learning.
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).
Press.
Laurillard,
D. (2002). (2nd Edition). Rethinking university teaching: A framework for
the
effective use of educational technology.
McLoughlin,
C. (1997). Investigating conditions for higher order thinking in
telematics
environments. Doctoral dissertation,
Oliver,
R.G. (1999a). Online teaching and learning: Changing roles for the
participants.
Proceedings of the
http://elrond.scam.ecu.au/oliver/mainp99.html
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.
http://elrond.scam.ecu.au/oliver/mainp99.html
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),
34–55.
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
Retrieved
April 2003 from http://elrond.scam.ecu.au/oliver/mainp99.html
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.
http://elrond.scam.ecu.au/oliver/mainp99.html
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.
Oliver,
R.G. & Reeves, T. (1994b). An investigation of the use of telecommunications
to
increase equity and access in rural schools in
(Ed.).
5th International Ed-Media Conference.
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,
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.
Conventions.
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.
Research
(NCETR),
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-
625.
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
RESEARCH
Second Language Acquisition and Technology: A Review
of the Research
Jean W. LeLoup and Robert Ponterio,
SUNY
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 (
Conceptual Framework
Before
discussing the effects of technology use on
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
1.2. Limited population of subjects
Most
research on
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
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
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
References
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).
Ellis, R. (1994). The study of second language acquisition.
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 http://www.cltr.uq.edu.au/oncall/gray123.html
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.
Larsen-Freeman, D., & Long, M. H. (1991). An introduction to
second language acquisition research.
Levy, M. (1997). CALL: Context and conceptualisation.
Liu, M.,
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 http://www.cltr.uq.edu.au/oncall/singhal121.html
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
------------------------------------------------------------------------
4.- ADVANCED VOCABULARY IN CONTEXT: STRAIGHT
FASHION? QUEER
FASHION?
Straight Eye for the Queer Guy
By John
Bartlett
John Bartlett is a
designer, writer and D.J. in
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
Was I not
gay enough for prime time? Living in
When
''Queer Eye'' went on the air in July, I was surprisingly charmed and found
myself laughing out loud, especially at the fashion expert,
I decided
to test-drive ''
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
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
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
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
Copyright 2003 by The New York Times Company
------------------------------------------------------------------------
5.- I°
CONGRESO DE AUTORES INGLESES. VALORES Y CULTURA EN LA
LITERATURA INGLESA
I°
Congreso de Autores Ingleses
Valores
y Cultura en
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
Tema: VALORES Y
CULTURA EN
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 - lauracasetti@yahoo.com.ar
Informes: extension@logos.uncu.edu.ar lauraracca@yahoo.com.ar
nestorgabriellujan@yahoo.com.ar
Teléfono: 0261-4240278 2615122638
-----------------------------------------------------------
6.- ENGLISH LANGUAGE TEACHING CONTACTS SCHEME
English Language Teaching Contacts Scheme (ELTeCS)
ELTeCS is for teachers who want to know
what's happening in ELT in
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
ELTeCS provides this information through six regional email newslists, one each for:
* Africa and the
* Central and
*
* Europe, Caucasus and
*
* Latin America and the
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
http://www.britishcouncil.org/eltecs-join.htm
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
The newslists are backed up by the website - http://www.britishcouncil.org/eltecs which contains a global ELT event calendar and Teacher Association contact details, as well as reports on past teacher projects.
-----------------------------------------------------------
7.- POSTGRADUATE COURSES AT UNIVERSIDAD NACIONAL
DE CÓRDOBA
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
Correo:
secposgrado@fl.unc.edu.ar
www.lenguas.unc.edu.ar
CURSOS DE
POSGRADO
Maestría en
Inglés
Les informamos
que continúan abiertas las pre inscripciones para la 5º cohorte de
Títulos:
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
Pragmática
Dra. Luisa
Granato
Fechas: 19, 20,
21 de junio; 3, 4 y 5 de julio de 2008
Horario:
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:
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
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
-----------------------------------------------------------------------
8.- TALLER
DE TRADUCCIÓN DE NEOLOGÍA CIENTÍFICO-TÉCNICA Y DE
DIVULGACIÓN
LANGUAGE
UNLIMITED – Servicios Lingüísticos
http://www.languageunlimited.com.ar
SEGUNDO
TRIMESTRE 2008
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.
Objetivos:
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: lu_gces@languageunlimited.com.ar
http://www.languageunlimited.com.ar
---------------------------------------------------
9.- V CONGRESO INTERNACIONAL DE EDUCACIÓN EN SANTA FE
V Congreso
Internacional De Educación
Escuela más allá de sus límites
Universidad Católica
de Santa Fe
Facultad De
Humanidades
Objetivos:
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”
Subtemas
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,
Sábado 14 de
junio, San Martín 1540,
Aranceles
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
Correspondencia:
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.
E-mail: congreso@ucsf.edu.ar – anabelgaitan@gmail.com
------------------------------------------------------------
10.- TEACH ON! A WHOLE-DAY SEMINAR AT AMEGHINO BOOKSHOP
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
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
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 |
$70* |
$80* |
|
2 participants
signing up together |
$60* |
$70* |
|
3 participants
signing up together |
$50* |
$60* |
|
4 participants
signing up together |
$40* |
$50* |
*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
------------------------------------------------------------
11.- SEMINARIO SOBRE “EL CUENTO” CON GLORIA PAMPILLO
Seminario
Didactica de
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
Contenidos
Orígenes. El
cuento en
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
Desde el año
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
Para mayor
información contactar: (011) 155-851-0332 o escribir a: isfd54_maestria@yahoo.com.ar
------------------------------------------------------------------------
12.-
11th BRAZ-TESOL NATIONAL CONVENTION
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
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!
BRAZ-TESOL Office
(11) 3559-8782
-------------------------------------------------------------------
13.- ENCUENTRO Y CURSO DE FORMACIÓN DE PROFESORES DE ESPAÑOL
COMO
LENGUA EXTRANJERA
Centro Alpha
invita al
Taller-Presentación
del Manual
MACANUDO Nueva Edición. Acceso al Español
desde el Río de
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:
capacitacion@centroalpha.com.ar
Por teléfono:
(011) 4962-9040
CURSO
CA-ELE /1
Curso
Alpha de Enseñanza de ELE/1
Curso presencial
Coordinado por
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
Mar 29 de julio:
de
Miér 30 de julio:
de
Jue 31 de julio:
de
Vie 01 de agosto:
de
Sáb 02: de
Requisitos para
la inscripción: Para poder inscribirse, no necesita contar con formación ni
experiencia previas. Solo tiene que completar
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)
CONSULTE POR EL
CA-ELE 2.
Informes
e Inscripción
-por e-mail capacitacion@centroalpha.com.ar
-por teléfono en
Buenos Aires: + (54 11) 4962-9040
-----------------------------------------------------------------------
14.- ARTESOL ESP JOURNAL AND TEACHER EDUCATION NEWSLETTER
ARTESOL English for
Specific Purposes
ESP JOURNAL
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
experiences.
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 http://www.artesol.org.ar/Submiss.pdf
or contact María
Susana Gonzalez sg@wamani.apc.org
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,
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
page.
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
(
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.
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 www.artesol.org ) 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 mljalo@ciudad.com.ar
Eladia
Castellani eladiac@argentina.com
Write to us for guidelines and advice
Chair:: Cecilia Chiacchio cechia@ciudad.com.ar
Past Chair : Alicia Artusi aliciartusi@infovia.com.ar
-----------------------------------------------------------------------
15.- PRIMER CONGRESO LATINOAMERICANO DE PROGRAMACIÓN
NEUROLINGÜÍSTICA EN EDUCACIÓN
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
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
Plenarios
Una variada
selección de talleres y muestras relacionadas con el uso de
Habrá talleres y
plenarios en inglés y en español
Temas:
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 lauraszmuch@gmail.com
www.resourcefulteaching.com.ar
www.teaching-resourcefully.blogspot.com
www.encontactopnl.blogspot.com
www.aprendiendoinglesydisfrutandoelproces.blogspot.com
www.pnleneducacionyalgomas.blogspot.com
-----------------------------------------------------------------------
16.- 9TH SYMPOSIUM IN EMPIRICAL STUDIES IN LANGUAGE AND
LITERATURE IN
Federal University of
Rio de Janeiro
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
Keynote Speakers
-Anna Chesnokova (Kyiv National Linguistic
University /
-Giovani Parodi (
-Heidrun Krieger Olinto (
-Maria Lúcia
Seidl de Moura (State University of Rio de Janeiro / Brazil)
Theme
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
-Talks
-Posters
Proposals
-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
avoided.
-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
(http://www.letras.ufrj.br/ecel).
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
Fees
*Presenters = R$50,00
*Other participants = R$ 20,00
Promoted By
Research and Development in Empirical
Studies (REDES) –
Interdisciplinary Program of Applied
Linguistics/Federal
Academic Committee
-Anna Chesnokova (Kyiv National Linguistic University)
-Bárbara Hemais (
-Bernardo de
Vasconcelos (University of Madeira)
-Frank Hakemulder (
-Heidrun Krieger Olinto (
-Lúcia Pacheco de
Oliveira (Catholic University of Rio de Janeiro)
-Marcia Paraquett
Fernandes (Fluminense Federal University)
-Milena Mendes (
-Olívia Fialho (
-Silvia Becker (
-Sonia Zyngier (
-Vander Viana (
-Willie van Peer (
Organizing Committee
-Sonia Zyngier (
-Vander Viana (
-Juliana Jandre (
-Samantha Nero (
-Erika Coachman (
Redes Websites
http://www.redes.lmu.de (International)
http://www.letras.ufrj.br/redes (Brazilian)
event website
http://www.letras.ufrj.br/ecel
event e-mail address
-----------------------------------------------------------
17.- III JORNADAS DE INGLÉS EN LAS
CARRERAS DE INGENIERÍA
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.
Fundamentos
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.
Áreas de Idiomas.
Destinatarios
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.
Modalidades
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
E-mail: 3inging@frm.utn.edu.ar
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.
Aranceles
|
|
Hasta el 30 de
agosto |
Desde el 31 de
agosto hasta la jornada |
|
Expositores |
$170 (u$s
80 ) |
$200 (u$s 120) |
|
Asistentes |
$130 (u$s
40) |
$150 (u$s
55) |
|
Alumnos |
$40 (u$s 10) |
$50 (u$s
15) |
Inscripción on
line
Acceso al
formulario de inscripción
Pueden consultar
página web: www.fing.uncu.edu.ar/jornadas/index.htm
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.
-----------------------------------------------------------
18.- VISITA ACADÉMICA DEL PROF. ANTHONY
S. BRYK, ED.D.
Visita Académica
del Prof. Anthony S. Bryk, Ed.D. School Of Education, Stanford University.
Estudios
Y Propuestas Para
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)
Objetivos:
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.
Actividades
Curso
de posgrado
Organizando
escuelas para la mejora: marcos teóricos, resultados empíricos y métodos de
investigación
Profesor
invitado: Anthony S. Bryk, Ed.D.
Contenidos:
- 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
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
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
Lugar: Sede
Regional de
Organiza:
Oficina Regional en Buenos Aires de
Departamento
de Educación (UCA). Participación con invitación.
Conferencia
abierta: Confiar en las escuelas
Expositor
invitado: Anthony S. Bryk, Ed. D.
Comentaristas:
Dra.
Adriana Aristimuño, Decana de
Universidad
Católica del Uruguay.
Dra.
Silvina Gvirtz, Profesora de
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
Lugar:
Auditorio Mons. Derisi, Edificio San Alberto Magno, Campus Puerto Madero, UCA,
Alicia Moreau de Justo 1500, Ciudad de Buenos Aires.
Organiza:
Fundación
Entrada sin
cargo con inscripción previa (ver al final). Se otorgarán certificados a
requerimiento.
Encuentro
con directivos y supervisores de
Presiden el
encuentro: Dr. Mariano Narodowski, Ministro de Educación de
Expositor
invitado: Anthony S. Bryk, Ed. D.
Destinatarios:
directores y supervisores de las escuelas de gestión estatal y privada de
Metodología:
breve exposición inicial, paneles, debates y diálogo abierto.
Fecha y
horario: martes 24 de junio de
Lugar:
Salón Teatro del Instituto “Félix F. Bernasconi”, Catamarca 2099, Ciudad de
Buenos Aires.
Organiza:
Ministerio de Educación del Gobierno de
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
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
Lugar:
Fundación Bunge y Born, 25 de mayo 501, 8º piso, Ciudad de Buenos Aires.
Organiza:
Fundación Bunge y Born, Escuela de Educación de
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
Tel. y Fax:
(54 11) 4338-0822
E-mail: prosed@uca.edu.ar
------------------------------------------------------------
19.- SANTA FÉ: PRACTICAL ISSUES IN EFL TEACHING
Practical Issues in EFL
Teaching
Organized by ASPI (
Friday June 27 – 4.30 to 9.00 pm
Saturday June 28
– 9 to 12.30 pm
Facultad de
Ciencias Económicas - Santa Fe
Speakers:
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
e-mail: aspisf@gmail.com
------------------------------------------------------------
20.- ACTIVIDADES ACADÉMICAS DE
Jornada
De Capacitación Problemática de
Sábado 7 de junio
de 2008
de
Programa
• 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
Jornada
de Actualización sobre Lengua Española para Correctores y Traductores
Sábado 28 de
junio de 2008
de
Programa
• 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 vacante queda
reservada con el pago del arancel.
Informes e
inscripción: Avda. Callao 262 Piso
3° Buenos Aires
De lunes a
viernes, de
Tel./Fax: 4371-4621
------------------------------------------------------------
21.- ARTESOL CONVENTION IN
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: http://www.artesol.org.ar
------------------------------------------------------------
22.- JORNADA DE LITERATURA INFANTIL Y JUVENIL
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
Invitan:
Centro Cultural
Paco Urondo
Maestría en
Análisis del Discurso
Seminario de
Literatura Infantil Latinoamericana
Facultad de
Filosofía y Letras. Universidad de Buenos Aires
Organizan:
Prof. Lidia
Blanco Y Lic. Alicia Origgi
Programa de
9.30: Inscripción
10.00: Apertura
Palabras de
inauguración de
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
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: centro_cultural@filo.uba.ar
------------------------------------------------------------
23.- 5TO.
SEMINARIO ANUAL 2008 VIOLENCIA EN LAS ESCUELAS
5to.
Seminario Anual 2008 Violencia en las Escuelas.
Cómo
Gestionar los Conflictos en
Fecha de
realización: 28/05 - 25/06 - 27/08 - 24/09 y 22/10 de
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
Destinatarios:
Psicólogos, médicos, psicopedagogos, docentes, directores, tutores
Temáticas:
intervenciones y gestión de la violencia en las escuelas
E-mail: estudiosparalainfancia@gmail.com
------------------------------------------------------------
24.- EL CONFLICTO MORAL EN EL AULA: ESTRATEGIAS DOCENTES
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
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
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.
Resolución.
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.
Coordinadoras:
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
alejandraibanezdeottolina@ciudad.com.ar
educacion@fundacionmajdalani.org
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.
------------------------------------------------------------
25.- CETI: TALLER DE TRADUCCIÓN DE TEXTOS MÉDICOS
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
Formas de pago:
Consultar por correo electrónico.
Se expiden
constancias de asistencia.
Contáctenos:
(54 11) 4953-1212
talleres@ceti-traducciones.com.ar
----------------------------------------------------------------------
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!
Love
Lidia Schliesinger <schliesingerl@ciudad.com.ar>
HAVE A
WONDERFUL WEEK!
Omar and
Marina.
------------------------------------------------------------------------
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or the views expressed by the contributors. For more information about
the characteristics and readership of SHARE visit: http://www.groups.yahoo.com/group/ShareMagazine
VISIT OUR
WEBSITE : http://www.ShareEducation.com.ar
There you can read all past issues of SHARE in the section SHARE
ARCHIVES.
------------------------------------------------------------------------