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


Year 9                                Number 191             September 7th 2008

12,882 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




It is always good to stop for a while and think about the good things past and the good things to come. And in this, we are not alone. Over the last few weeks we have received an (in our case) unprecedented number of mails with more than positive comments about our 2008 Convention,as well as a large number of enquiries about our forthcoming one-day seminar Light, Sound and Music in the ELT Classroom. To think that our Convention finished exactly one moth ago tomorrow and that our seminar is only a month away can give you an idea of what kind of hectic work schedule we have been keeping. Yet, we thought we had to find the time to write a new issue of SHARE. As you will see in the next pages of this issue there was plenty to SHARE with all of you.

In the way of apology, we reproduce below two messages from two “disgruntled” SHARERS who came to the SHARE Convention from Entre Ríos… and we never mentioned the people from Entre Ríos in our last issue! Our sincere apologies to them and to the SHARERS from Santa Fé (who were not acknowledged in the closing ceremony) and those from Catamarca and Santa Cruz who were also missing from the list we published in our last SHARE.

In short, this gives us a renewed opportunity to say thank you to all of you, dear SHARERS, for your unfailing support.



And no especial thanks for the people from Entre Ríos? Ouch! That hurt! We know it's not a great distance but still...poor me that I travelled all the way with the fog and the closed bridges, haha!

Thanks for everything and congratulations. I'm already looking forward to see you all in October.


Ana Torres Bidal



Our special gratitude to the Sharers who came from..."

I don´t see Entre Ríos there. Ehem...

Words Chajari <>



Omar and Marina





In SHARE 191



1.-    Definitions and Practices of Communicative and Task-based Approaches

2.-    Teaching Grammar: Why Bother?

3.-    TPRS - Total Physical Response Storytelling: Teaching Proficiency through reading

        and storytelling

4.-    Advanced Vocabulary in Context: Film Review

5.-    Two Helbling Admission Free Workshops

6.-    Professor Henry Widdowson in Argentina and Chile

7.-    Jane Cadwallader and Ben Goldstein in Argentina

8.-    Second ACPI Annual Conference: Testing. For or Against Learning?

9.-    David Marsh and Lucy Crichton in Buenos Aires and Morón

10.-   Workshop on Teaching English in Kindergarten

11.-   2008 Language Learner Literature Award Winners

12.-   Rod Bolitho in Banfield, Pcia de Buenos Aires

13.-   Worrkshop at Universidad Católica Argentina

14-    IV Jornadas de Inglés en San Luís: Dramaland and the Language Class

15.-   News from the British Council

16.-   Teaching English to the blind and the visually impaired: a special request

17.-   APIZALS’ 7th Annual Conference

18.-   Course on Drama Techniques in the  E.F.L class

19.-   Drama Club in La Plata

20.-   Primer Congreso Metropolitano de Formación Docente

21.-   Universidad Torcuato Di Tella: Posibles e imposibles en el Nivel Inicial

22.-   Curso de “Inglés en el Nivel Inicial” en el Colegio Ward

23.-   Macmillan moves house

24.-   Online Seminar: “Reaching Farther, Reaching Wider”















A Question of Definitions: An investigation through the definitions and practices of communicative and task-based approaches

Karen Stanley, editor


One difficulty that faces us in discussions of teaching or research is that of terms and their definitions. I have seen long debates over topics in which the primary difference of opinion was due not to actual variations in approach, but to misunderstandings brought about by varying definitions. Those involved in the discussion used terms which they *thought* were agreed upon, but that, in fact, participants defined differently. I have also seen people dismiss the content of a presentation - or never actually pay attention to the basic content - because the presenter began by using a term that members of the audience did not use in the same way. Even long-time professionals within a field, informed by the research as well as their own extensive experience, may find themselves in the same position of using a term one way while colleagues are interpreting it differently.

A further complication emerges when investigating the degree to which there is a match between an approach as defined by an individual, and the ways in which that practitioner actually implements a technique in the classroom.

Some of these issues are reflected in the following discussion of "communicative" versus "task-based" approaches to language teaching on the TESL-L email list for ESL and EFL classroom pedagogy in November 2002.

Contributors whose email addresses are listed welcome responses to their ideas. [-1-]

John Harbord <Harbordj@CEU.HU>
Language Teaching Centre, Central European University, Hungary

[A poster asked] for one specific difference between the communicative approach (CA) and the task–based approach (TBA).

Specifically, the TBA relies heavily on students rehearsing in closed pairs a conversation or monologue prior to holding that dialogue or monologue again in front of a larger audience in a more polished form. The idea that rehearsal in a safer situation of a task (not a scripting or learning of lines, but a first attempt, so that students will be familiar with problems that may occur) is a key way of fostering learning, which is central to task–based methodology, is not a requirement in communicative methodology.

Having said this, it is often not very helpful to want to pigeonhole methodologies as to what they require or forbid. Though the rehearsing that is key to task–based teaching is not typical of communicative teaching, it is not forbidden either. Plenty of communicative teachers have used this technique without thinking about whether or not they were teaching 'task–based' or not.

Communicative methodology has become so eclectic that it will adopt almost any technique that furthers the students' ability to communicate in English. It is not the individual features of CA or of TBA that are exclusive, it is the overall pattern of how different techniques that may be common in both approaches are used in proportion to each other. The communicative teacher, for example, may on occasion go over the rules of grammar or deal with translation, without necessarily being accused of deserting the communicative camp. This does not mean that there is no 'specific' difference between the CA and the grammar translation method, rather that they may use similar techniques but in different proportions and combinations.

What method you teach by can be seen not from a 30 second vignette of what activity is going on at a given time, but in the context of the whole lesson and course, and the teacher's relationship with and expectations of the students.

Costas Gabrielatos <>
Lancaster, UK

Re. [the] query about differences between Communicative Language Teaching (CLT) and Task–Based Learning (TBL)

The fundamental difference lies in their main informing disciplines/theories: CLT is informed by theories of language use (with a dash of 'humanistic teaching'), whereas TBL is informed by theories of language learning. [-2-]

CLT is influenced by Pragmatics (especially Speech Act theory and Grice's Implicature) and Discourse Analysis –– which were then (mid 70s) fairly new disciplines focusing on the use of language in communication. CLT was introduced as an alternative to the 'traditional' approaches, which were mainly influenced by (and concerned with) Morphosyntax, Phonology and Semantics, and consequently placed emphasis on form and accuracy. This is why CLT is primarily concerned with functions, communication and fluency. It's not a coincidence that CLT and functional/notional syllabuses appeared at roughly the same time. Also, the CLT literature is rather vague about procedures and materials.

TBL is informed by Second Language Acquisition theories and is fairly explicit/clear about procedures and materials. The TBL literature is less explicit/clear about the nature and use of language.

As I see it, CLT and TBL are complementary approaches.

Pettis, Joanne <JPettis@GOV.MB.CA>
Coordinator, Adult ESL Curriculum Development & Implementation
Adult Language Training Branch, Manitoba Labour & Immigration

In response to [the] question about the difference between the communicative approach (CA) and task–based approach, John Harbord suggested:

"Specifically, the TBA relies heavily on students rehearsing in closed–pairs a conversation or monologue prior to holding that dialogue or monologue again in front of a larger audience in a more polished form."

My understanding of the task–based approach is somewhat different. Task–based instruction within relevant contexts or themes enables teachers to provide meaningful teaching and learning activities that engage learners in purposeful communication. Language tasks are considered to be communicative, real–world uses of language to accomplish a specific purpose (language function) in a specific social situation and have the following characteristics: they have a communicative purpose; participants take an active role in carrying out the task because the tasks require participants to select and organize the elements (verbal and non–verbal) required for performing the task – they are not provided with them; there is also a primary focus on conveying meaning and opportunities for meaning–negotiation. In this context, while performing a memorized dialogue might be used as a skill–building or scaffolding activity, it would not be considered a communicative task. I use dialogues as an opportunity to analyze how language is used for various purposes or for practice in preparation for a role–play, but I wouldn't have Ss memorize them. I would, however, use role–plays in which Ss are given a role and its characteristics and a scenario to communicate about or within. [-3-]

David Nunan's book Designing Tasks for the Communicative Classroom (CUP, 1989) is a helpful resource in task–based instruction as are the Focus on...books by Anne Burns published by NCELTR in Australia, although these last items are more concerned with text–based instruction.

John Harbord <Harbordj@CEU.HU>
Language Teaching Centre, Central European University, Hungary

Joanne Pettis questions my description of a task–based approachas relying on 'students rehearsing in closed –pairs ... prior to holding that dialogue or monologue again in front of a larger audience in a more polished form.' Joanne's description, drawing on Nunan, sees task based learning as providing 'meaningful teaching and learning activities that engage learners in purposeful communication'.

I must immediately say that I don't disagree with anything that Joanne says. I find Nunan's approach very good, and applaud his focus on authenticity and communication. I was, however, thinking of the 'task–based approach' touted by Jane and Dave Willis and others, which in my part of the world at least is more often referred to as *the* task–based approach, perhaps because the Willises actually claim to have developed a distinct approach.

If we return to [the] original question: name me one specific difference between the TBA and the communicative approach, then if we take Nunan as an example of task–based approaches, we probably have to say 'there isn't any'. There is nothing Nunan recommends which is scorned or rejected by the CA, indeed I suspect Nunan would see himself as fundamentally a communicative methodologist.

The Willises, however, have taken issue with some of the basic precepts which underly the CA (most notably the idea of presentation, practice, production) and have developed an alternative methodology which recommends not doing or rarely doing some of the things CA teachers do, and doing some things they do rarely or not at all. If [the poster] was referring to the Willises task–based approach, then I think that the distinction I mentioned is a valid one. If by TBA, Nunan was meant, then it was probably not.

Costas Gabrielatos <>
Lancaster, UK

For a discussion on methodology selection see

John Harbord wrote:

"The Willises, however, have taken issue with some of the basic precepts which underlie the CA (most notably the idea of presentation, practice, production)." [-4-]

I'm not aware of any mention, let alone endorsement, of PPP in the CA [Communicative] literature. PPP is a hybrid – or mongrel, depending on your point of view. It is influenced by the Audiolingual method, hence the emphasis on spoken language and the control practice / drills, *as well as* notions and practices related to CLT (e.g. 'production' and focus on notions and functions). Perhaps what "the Willises" refer to is the presentation of PPP as an embodiment of CLT in a large number of teacher training courses.

I think it is much more useful and potentially effective to examine the principles behind methodological proposals (or realise their absence), and be critical of their argumentation and feasibility, rather than to get bogged down over differences in the packaging and labeling of methodological products, which rely on perceived differences and the appropriation of terms to create a market niche for themselves.

Roger Dunne <rdunne@XAL.MEGARED.NET.MX>
Universidad Veracruzana, Mexico

In response to the recent postings on the task–based and communicative approaches, it needs to be stressed that the comparison is false: proponents of Task–Based Learning (TBL) contend that it is real communicative teaching, not the old Presentation–Practice–Production (PPP) paradigm dressed up as Communicative Language Teaching (CLT). In fact, it is PPP that is considered to be the real enemy, because it represents the survival of an old behaviouristic model of teaching procedure combined with the relatively recent communicative view of the nature of language and communication. So the mainstream form of CA, the kind of teaching many of us are engaged in, is considered flawed –– not real communicative teaching.

The problem with CLT itself is that, as John Harbord has pointed out, it means different things to different people, with the result that individual teachers may vary very much in their approach while still regarding themselves as communicative. This may be due to the fact that CLT in general makes few claims as to how languages are learned whereas its TBL offshoot does, as Costas Gabrielatos mentions.

Within TBL itself there is a wide range of views as to its most effective form and even as regards the exact nature of tasks although I would argue that Joanne Pettis captures the essence of TBL rather more accurately than John Harbord does. Perhaps the most palatable form of TBL for most mainstream teachers is Jane Willis's 3–stage model, in which a pre–task stage and a task cycle (incorporating the task itself and the rehearsed public report that John Harbord referred to) are followed by a language focus based on points usually arising from the listening or reading texts that accompany the task . This language focus is handled initially by using a discovery approach (called consciousness–raising) in which learners are asked to "notice" various features of language before any explanation is provided and before working on more traditional forms of practice. It is this emphasis on language form that distinguishes the "new" approach to TBL from the more traditional view, which has been accused of promoting early fossilization as, for example, in some forms of immersion teaching.

Whether this approach is more effective than what most of us do is another matter, of course. It seems to me that, in fact, most teachers and coursebooks take a pragmatic approach to language teaching and do not rely exclusively on PPP for introducing new language points, as TBL proponents claim. Unfortunately, TBL is being aggressively promoted and we are approaching the point where, if we don't use it exclusively, we will be branded as being reactionary. We are also likely to be held responsible for one of the few real facts in language teaching –– that most learners in formal instruction never reach a high level of proficiency whichever methodology happens to be in vogue. [-5-]

Roger Dunne <rdunne@XAL.MEGARED.NET.MX>
Universidad Veracruzana, Mexico

Costas Gabrielatos wrote:

"I'm not aware of any mention ... of PPP in the CA literature." This may be so, depending on what one regards as CA literature. PPP may indeed be a "mongrel" but, like its canine versions, it has proved extremely resilient over the years and, in fact, has its roots not in the Audiolingual Method but the less rigorous Oral Approach, pioneered long before ALM (in the 1920s, in fact) by the likes of Palmer and Hornby and others as a reaction against the apparently undisciplined Direct Method.

I will agree that PPP may also have been prolonged unduly as a result of innumerable training courses all over the world. Old habits die hard and, even today, PPP is still promoted in one form or another by many (if not most) general language teaching manuals, often in conjunction with discussions on TBL. However, the "truth" (if there is one) is probably to be found somewhere between these extreme positions – or even somewhere else. In any event, most language teachers are probably influenced more by coursebooks than by manuals or training courses, and most popular coursebooks are decidedly eclectic in their approach – and extremely addictive. It is probably these pragmatic market forces that will determine the future direction of language teaching in many parts of the world rather than a fight to the death between academic fundamentalists.

As for critical examination of principles, I also agree that this is what reflective teachers should do. In fact, it is all we can do in the absence of solid evidence on which to base our professional practice, unlike, say, medicine. Our profession is probably guided more by belief, prejudice and established practice than by principle. Most of us teach in a certain way because we believe (or hope) that it will work or because someone else has told us to do it this way, not because this particular approach is demonstrably superior to any other. In many respects, language teaching is still frustratingly more of an art than a science.

Bill Snyder <wsnyder@BILKENT.EDU.TR>
MA TEFL Program, BIlkent University
Ankara, TURKEY

TESL–Lers who are interested in reading more about task–based approaches to language teaching and learning should have a look at Peter Skehan's book, A Cognitive Approach to Language Learning (from Cambridge University Press, 1998). Chapter 5 provides a detailed review of essential literature on the topic, focusing mostly on Nunan–type approach, but also giving some space to the Willises in terms of defining 'task'. Chapter 6 addresses the issue of implementation of such approaches directly. [-6-]

Costas Gabrielatos <>
Lancaster, UK

For a discussion of the theoretical frameworks that PPP is informed by or is consistent with, and how it can combine with TBL, see

All three frameworks (CLT, TBL, PPP) are incomplete and not totally explicit regarding their informing theories (whereas, by the way, Audiolingualism is explicitly informed by theories of language and learning), and all have their merits and shortcomings. The point is to treat them neither as if they were self–contained nor as if they competed with one another, as their purveyors would like us to do, but see them as helpful raw materials (and, why not, routines) which we can exploit in an informed and principled way, in order to synthesise a methodology that suits our particular contexts.

Its saddening and alarming to read one–sided, ill–informed and misleading articles praising the 'modern' and 'good' TBL while rubbishing the 'old–fashioned' and 'bad' PPP. Also, where did this PPP–Behaviourism link come from? Yes, PPP is informed by Behaviourism (or to be precise by Audiolingualism, which is not exactly the same thing, but not exclusively. It caters for meaning, function and communication as much as it does for form. If a label can be attached to PPP, it's 'eclectic'. The fact that it's not popular any more doesn't make it less so.

Finally, task–based teaching is *not* new. There were task–based skills–development books back in the late 70s and early 80s (e.g. 'Listening Links' by Geddes & Sturtridge, 1979; 'Task Listening' by Blundell & Stokes, 1981; 'Discussions that Work' by Ur, 1981). That was long before TBL was conveniently simplified, packaged and marketed as the new 'best' methodology in the mid–90s. Also, remember the 'Pre–While–Post' framework for teaching skills? Doesn't it ring a TBL?

Perhaps it wouldn't go amiss if teacher education programmes added a compulsory course on the history of ELT, unless the idea is to produce a malleable clientele for the ELT supermarket, rather than principled professionals. Am I getting too political here?

Pettis, Joanne <JPettis@GOV.MB.CA>
Coordinator, Adult ESL Curriculum Development & Implementation
Adult Language Training Branch, Manitoba Labour & Immigration

I want to thank Costas Gabrielatos for his several very informative postings on task–based teaching. I want also to confess that there are aspects of PPP that I like very much and find quite useful – especially the second "P" part – practice. Partly because of my own experience in learning and partly because of my classroom teaching experience, I have become convinced that a lot of learners want a lot of practice , in particular repetition, in order to get their tongues working around complicated new sounds, words and phrases. Actually, when I examine my teaching, I can see I utilize aspects of a variety of methods. It depends on what I'm trying to do. I suppose that makes me eclectic in my approach; however, I hope my eclecticism is principled. As one of my favourite Henry Widdowson quotes says,

"If you say you are eclectic but cannot state the principles of your eclecticism, you are not eclectic, merely confused."

I keep this on my wall. [-7-]

Costas Gabrielatos <>
Lancaster, UK

For a discussion of methodology promotion see

Roger Dunne wrote:

"Unfortunately, TBL is being aggressively promoted and we are approaching the point where, if we don't use it exclusively, we will be branded as being reactionary."

Joanne Pettis wrote:

" I want also to *confess* [my emphasis] that there are aspects of PPP that I like very much and find quite useful."

I'd like to thank both for their comments, and particularly for those two excerpts. As today seems to be my question day, here are a few more:

  • Who is doing the branding? Who decides if we're using the 'good' methodology? Who do we confess our methodological sins to? Where do those packaged methodologies come from? Who benefits from us adopting them?
  • Why does ELT swing with the pendulum rather than move forward? Why are babies thrown out with the bathwater?
  • Is this what ELT is coming to? Promotion of methodological products and their attendant teaching materials resorting to guilt–generation and branding? What next? The methodology police? Witch–hunts?

Or am I just over–reacting?

(Mr) P. Ilangovan <lango@VSNL.COM>
Co–ordinator, EST Project, S. India

Now that we have benefitted from critical analyses of what informs the approaches characterized as TBL and CLT and by corollary what is expected/ought to happen at the chalkface/during actual teaching, and Costas Gabrielatos' response to Roger Dunne's claim that TBL is being aggresively promoted, could we also take a look at the macro issues (at the level of language learning principles and the theories of language learning underlying them) involved in methodological debates/treatments? It was in 1974 and 1976 two seminal papers (one of them was a book) appeared. Wilkins' Notional syllabuses and the concept of a minimum adequate grammar in Corder and Roulet (Aimav/Didier) and his Notional Syllabuses (OUP). In them he presents two superordinate categories: SYNTHETIC & ANALYTIC syllabuses. Synthesis and analysis are not what the syllabus designer does; they are the operations required of the learner. [-8-] In analytic syllabuses whole chunks of language (usually as authentic input) are presented to the learner at a time; the learner is expected to analyse (break the chunks down into manageable parts) them as they learn. In synthetic syllabuses on the other hand, the learner is presented with pre–digested or small bits of language that they are expected to RE–SYNTHESIZE (or put the parts together to get the larger picture). Similarly, it was White (in 1988: The ELT Curriculum Oxford: Basil Blackwell) who came up with TYPE A & TYPE B syllabuses. Type A syllabuses are interventionist: input is preselected & predigested (in case of simplified & modified texts) and are external to the learner. Type B syllabuses are non–interventionist and internal to the learner. The lesson is negotiated between teacher and learner as a course evolves. Procedural (N.S. Prabhu's), Task (Breen & Candlin's) and TBLT (Long & Crookes') are all Type B and synthetic syllabuses; CLT in so far as it (or its variants) places an artificial premium on any of the P's in PPP would be Type A and analytic; otherwise it would be Type B and synthetic.

Reference: Long & Crookes (1993), "Units of analysis in syllabus design" in Crookes & Gass (eds.) Tasks in a pedagogical context. Multilingual Matters.

Barry Bakin <>
Pacoima Skills Center
Division of Adult and Career Education, Los Angeles Unified School District

Costas Gabrielatos wrote:

Roger Dunne wrote:

"Unfortunately, TBL is being aggressively promoted and we are approaching the point where, if we don't use it exclusively, we will be branded as being reactionary."

Joanne Pettis wrote:

" I want also to *confess* [my emphasis] that there are aspects of PPP that I like very much and find quite useful."

I'd like to thank both for their comments, and particularly for those two excerpts. As today seems to be my question day, here are a few more:

  • Who is doing the branding?
  • Who decides if we're using the 'good' methodology? Who do we confess our methodological sins to?
  • Where do those packaged methodologies come from? Who benefits from us adopting them?

There is only one exclusive method in teaching: do what works for a particular student in a particular class at a particular time in a particular context. Beware of people who tell you to "only" use one method. Incorporate aspects of all of the methods you are exposed to into your curriculum. [-9-]

BettyAzar <bazar@WHIDBEY.COM>
Textbook author, Freeland WA

Roger Dunne wrote re: Task–based approaches:

. . . However, the "truth" (if there is one) is probably to be found somewhere between these extreme positions––or even somewhere else. In any event, most language teachers are probably influenced more by coursebooks than by manuals or training courses, and most popular coursebooks are decidedly eclectic in their approach––and extremely addictive. It is probably these pragmatic market forces that will determine the future direction of language teaching in many parts of the world rather than a fight to the death between academic fundamentalists.

I agree with Roger Dunne. In determining the future direction of ESL/EFL language teaching, the teacher's role is crucial, as is that of the materials writer, who is a teacher who writes books (95–99% of all ESL textbooks are written by teachers and come directly out of their classroom experiences.) Teachers and materials writers are the ones who find the balanced center amid the many pendulum swings our field undergoes. The majority of teachers and materials writers don't jump on bandwagons or if they do, don't stay long if the bandwagon is not working for them. I'm thinking of all the bandwagons that have come and gone in the 40 years I've been in the field –– ALM, the Silent Way, Suggestopedia, the Natural Approach, etc. –– and the upshot is that teachers and materials writers look to see what's on the bandwagons that they can use, choosing selectively for their particular students and their particular teaching situations. It's clear that bandwagons created by theorists enrich our field, but also clear that the practitioners are the ones who determine what parts of what bandwagons persist. I agree with Roger that teachers and materials writers are the ones, ultimately, who decide the directions our field takes, with the input from theorists and researchers ever pushing us to look anew, to improve our teaching, to try new approaches. But teachers have to be pragmatic. They are the ones in the classroom every day, day in and day out. They are the ones students judge in evaluating their own language–learning experiences in the classroom. They are the ones who have first–hand experience about what "works" and what doesn't in the ESL/EFL classroom. Working pragmatically toward balance and synthesis, teachers and materials writers determine the broad, substantial and fundamental changes that move our field forward amid all the competing theories. In my experience, teachers just are a little skeptical when they hear a theorist claim to have exclusive knowledge of how language is learned. There's still mystery and magic in that process, and as another listserve writer said, teaching is still an art, not a science.


TESL-EJ Vol. 7. No. 3-F-1 -December 2003


©  2003 by TESL-EJ







Teaching Grammar: Why Bother?

Stephen Krashen


Research on the relationship between formal grammar instruction and performance on measures of writing ability is very consistent: There is no relationship between grammar study and writing (Krashen, 1984). Perhaps the most convincing research is that of Elley, Barham, Lamb and Wyllie (1976). After a three year study comparing the effects of traditional grammar, transformational grammar and no grammar on high school students in New Zealand, they concluded that "English grammar, whether traditional or transformational, has virtually no influence on the language growth of typical secondary students" (pp. 17-18).


In addition, research is equally consistent in showing that writing ability and reading are related: Those who read more, write better (Krashen, 1993a).  The reform school boys in Fader's Hooked on Books study who read self-selected paperback books for two years outperformed comparison boys on writing fluency, writing complexity, and reading, as well as on measures self-esteem and attitude towards school (Fader, 1976).


It is well-established that one can become an excellent writer with very little formal instruction in grammar, and those who do often give reading the credit for their writing ability: "I wanted to write and I did not even know the English language. I bought English grammars and found them dull. I felt I was getting a better sense of the language from novels than from grammars" (Wright, 1966, p. 275).


Finally, our ability to consciously learn the rules of grammar is very limited. Linguists have told us that they have not yet succeeded in describing the rules of language, and anyone who has studied linguistics will attest to the complexity of the rules linguists have described. Studies in second language acquisition show that even experienced students have an incomplete knowledge of the rules they are taught, do not remember the rules well, and have difficulty applying them (Krashen, 1993b, Alderson, Clapham, and Steel, 1997).


If all this is true, should English teachers bother with grammar teaching? I do not think that grammar teaching should be at the core of the English curriculum, but I think there are good reasons for including direct study of grammar.


Grammar as Linguistics

The first has to do with general education: Grammar teaching can be an excellent introduction to the study of linguistics. An analysis of grammatical constructions in English and other languages can help students understand the idea of linguistic universals and the hypothesis that what is universal is innate. A comparison of present day English grammar and old English can lead to discussions of language change (it is inevitable and natural or a sign of corruption and decay?), and dialects (are some dialects better than others?). The study of linguistics is clearly not as high a priority as is literature, but it has real value.


Grammar for Editing

The second reason for including grammar is as an aid for editing. Even with massive reading of appropriate texts, complete acquisition of the conventions of writing may not take place; even very well-read people may have gaps. These gaps are typically small and do not interfere with communication of the message, but they can be irritating to readers. These errors include subject-verb agreement  ("A large group of boys is (are?) expected to arrive tomorrow."), verb forms ("lie" or "lay"?) and punctuation ("it's" or "its"). Conscious knowledge of grammar rules can help fill at least some of these gaps, in the editing stage of the composing process.


Delay editing

Current wisdom on editing and the practice of experienced writers (e.g. Sommers, 1980) agrees that such editing should be delayed until the final draft, until the writer's ideas have been worked out. An excessive focus on formal correctness in early stages can disrupt the discovery of new ideas.


Open book

It also makes sense to me that editing using consciously learned rules should be done and tested open book.  Research shows that knowledge of grammar rules is very fragile and is rapidly forgotten (Krashen, 1993b). Even experienced writers need to refer to a handbook occasionally. It is thus unreasonable to demand  extensive memorization from our students. Our goal should be to develop competent users of grammar handbooks.


When to teach grammar

If most of our competence in writing comes from reading, and if grammar study can make only a limited contribution to accuracy, it is more efficient to delay grammar study until the student has read a great deal. One can then focus on the residue,  on those gaps that remain.  I am proposing, in other words, a two-step procedure:

1. Students first acquire (absorb subconsciously) a great deal of grammatical competence through reading.

2. Students are taught to use a grammar handbook to increase their grammatical accuracy further, using consciously learned rules.  The grammar handbook can be introduced in junior high school or high school. If a great deal of reading has been done, and continues to be done, the grammar handbook will need to be used only occasionally.


Alderson, J., Clapham, C., and Steel, D. 1997. Metalinguistic knowledge, language aptitude and language proficiency. Language Teaching Research 1 (2): 93-121.

Elley, W., Barham, I., Lamb, H. and Wyllie, M. 1976. The role of grammar in a secondary school curriculum. Research in the Teaching of English 10: 5-21.


Fader, D. 1976. The New Hooked on Books. New York: Berkeley Books.

Krashen, S. 1984. Writing: Research, Theory and Applications. Laredo: Beverly Hills.

Krashen, S. 1993. The effect of formal grammar study: Still peripheral. TESOL Quarterly 27: 722-725.

Krashen, S. 1993. The Power of Reading. Englewood, CO: Libraries Unlimited.

Wright, R. 1966. Black Boy.  Harper and Row.

Sommers, N. 1980.  Revision strategies of student writers and experienced adult writers. College Composition and Communication. 31:378-388.


© 1998  by California English






What is TPRS?


TPR Storytelling is a method for teaching foreign languages that was invented by Blaine Ray, a Spanish teacher in Bakersfield, California, in 1990. Concerned that his students were disinterested in the unexciting process of learning a language from a textbook, he began to use James Asher's Total Physical Response to teach Spanish. Asher says that students acquire their second languages as they acquired their first languages. Our students learn as babies learn. Therefore, we should not expect them to produce the language before they have had an ample amount of time to listen to it. Blaine experienced great success, and the students began to be excited about his class. Although TPR has been the most effective method for acquiring a second language since it was invented in the 1960s, Blaine found that after hitting the "TPR wall," he was unsure of what to do to move from the imperative to the narrative and descriptive modes of speech. He found that changing from commands to the third person singular allowed him to tell stories, a long-term memory technique. He found that asking the students to act out the parts of the characters in the stories preserved the highly effective physical element that had been so powerful in Classical TPR. As the technique was developed over the years, it became an all-encompassing method and methodology. The method combines Dr. James Asher's Total Physical Response (TPR) with Dr. Stephen Krashen's language acquisition strategies, allowing us to teach grammar, reading and writing along with vocabulary.



The TPRS Objective


As TPRS was originally developed, the objective was to create a method that would prepare students for the College Board Advanced Placement Exam from level 1. Blaine Ray and Joe Neilson's book series, Look, I Can Talk, Look, I Can Talk More, Look, I'm Still Talking and Look, I'm Truly Talking creates fluent speakers and writers of the second language. In addition, teachers report higher AP scores, with some students passing the AP exam in as few as 3 years of language study.


Although nationwide fewer than 10% of our high school students proceed to the highest levels of foreign language offered in our schools and even fewer proceed to college foreign language studies, we have seen enrollment in our programs increase by as much as 400% after TPRS programs were introduced.


TPR Storytelling begins with the introduction of vocabulary and complex structures. The teacher then "asks" the story using a questioning technique called "circling." The first two steps are followed up with reading. Students rapidly acquire the second language just as Dr. Krashen imagined: effortlessly and involuntarily. The method relies heavily on the five hypotheses of The Natural Approach: the acquisition hypothesis, the input hypothesis, the natural order hypothesis, the affective filter hypothesis and the monitor hypothesis, which are explained in detail in Foreign Language Education the Easy Way, by Dr. Stephen Krashen.


A TPRS program is not complete without a very heavy emphasis on reading. Blaine Ray has written several easy readers for the first and second levels. We also recommend a Free Voluntary Reading program. Krashen's research supports the assertion that children need two things in order to learn to read in any language: access to books and a quiet, comfortable place to read. We also read to our students, just as we would if they were our own small children, learning their first languages for the first time.


Why TPRS works


The most important element of a successful TPR Storytelling program is the awareness that our focus is our students, not our book or even our story. A good relationship with students is the foundation of a TPRS program. We establish this connection by personalizing our stories. Every story is bizarre, in order to maintain the interest of our students, and personalized, because the only thing our students are truly interested in is themselves. The instructional pace should be based entirely upon an assessment by the teacher of how thoroughly the students have internalized the language. The number one, most important element in any TPRS program is the quantity and quality of the unconditional love, positive feedback, pats on the back and hearty applause provided to the students by the teacher. Most teachers feel that they have begun to implement TPRS effectively after approximately 4 workshops. Attending TPRS workshops and reading Fluency Through TPR Storytelling, by Blaine Ray and Contee Seeley are the first steps to creating a TPRS program. Although the techniques, the 7 steps and beginning and advanced strategies for creating a phenomenal TPRS classroom can be taught and learned in workshops, it is teachers who dedicate themselves to expressing love and approval towards their students that keep their students coming back year after year to acquire enough language to become bilingual ---- and that can't be taught


On Assessment


“Weighing the pig more often will not make it grow faster.”

-Dr. Stephen Krashen


Teach to the Eyes

"Teach to the eyes."

Susan Gross, TPRS presenter, Colorado


Throughout the entire lesson, as you are teaching, make constant eye contact with students to gauge whether or not they are achieving 100 percent comprehension.


Assessment in TPR Storytelling is ongoing. Check students’ comprehension daily by asking questions about the stories as they are being told and retold. Students who are answering are understanding. Check with pacesetter (barometer) students so that your pace isn’t too fast.




An unannounced vocabulary test assesses how well students have acquired the vocabulary. An announced vocabulary test assesses how thoroughly students have studied for the test. The first tests long-term retention. Inform students ahead of time to expect unannounced cumulative vocabulary tests. After students appear to know the words, give them an L1 to L2 matching test or write-in test using the words taught through TPR or TPR Storytelling. Because we teach for mastery in TPRS, a realistic goal is that 80 percent of the class will receive 80 percent or higher on each test. Our hope is that 100 percent of the students score between 90 and 100 percent, indicating that they have truly mastered, internalized, and acquired the vocabulary. Recycle any vocabulary not completely acquired into the next chapter.


The extra credit question


At the end of each test offer students one extra point for responding in English to the question, “Tell me what’s going on in your life.” It will provide personalized information for stories and an invaluable connection with the students.


Adapting the Textbook to TPRS     


Existing English and Foreign Language textbooks can easily be adapted for use in TPR Storytelling techniques. By simply taking the words being taught, and utilizing gestures, stories, personalized mini situations and personalized questions and answers, TPRS fits seamlessly into a standard language course.


©2007 TPRStories


The Seven Steps of TPR Storytelling

By Susan Gross



© 2003 by Susan Gross






Stoners Who Put the Bud in Buddies


By Manohla Dargis

Published: August 6, 2008



In the tradition of Cheech & Chong, Abbott and Costello, Hope and Crosby, Ricky and Lucy, Martin and Lewis, Rowan and Martin, Smothers and Smothers, Sanford and son, Spicoli and Hand, Bert and Ernie, Riggs and Murtaugh, cops and robbers, dumb and dumber, right brain and left, peanut butter and jelly, bong hit, roach clip and Snoop Doggy Dogg comes “Pineapple Express,” a stoner comedy that partakes of a gentle indie vibe before hitting the hard stuff for a major Shane Black-style blowup and meltdown.


If you think you’ve seen this movie before, you probably have caught its multiple inspirations. It was written by Seth Rogen and Evan Goldberg, who turned their adolescent agonies into “Superbad,” a charming smutfest about three hormonally freaked-out teenage boys. The two screenwriters have become major since then, in particular Mr. Rogen, who also starred in Judd Apatow’s family-values comedy “Knocked Up” and has recently lent his voice to one too many children’s movies. In some respects “Pineapple Express” plays out like a louder, nastier, more violent and ostensibly adult follow-up to “Superbad,” except that Mr. Rogen, who had a supporting part in the first film as a slacker cop, has moved far enough up the studio food chain to now take a starring role.




He takes that star role and, after some humorously offbeat dithering with his co-star, James Franco, runs so hard with it that you can count the beads of sweat flying off his increasingly bunched forehead. That’s too bad because the dithering proves to be his finest hour and the movie’s best reason for being. It’s then that the director, David Gordon Green, a regional filmmaker who’s been making a beeline for the mainstream (from the lyrical “George Washington” to the melodramatic “Snow Angels”), hits a sweet, sweet groove while Mr. Rogen’s pot patron, Dale, parties and, yes, of course, bonds with Mr. Franco’s dingbat dealer, Saul, amid waves of playful nonsense, some idle and sentimental chatter, brutal and funny slapstick and a mushroom cloud of smoke.




In doper-comedy tradition, the plot is the least of it. Dale, a process server who rattles around Los Angeles in his junker, chronically tuning out while tuned in to talk radio, needs to score, and Saul is happy to oblige. Alas, the primo marijuana Dale buys during the day — the Pineapple Express of the title — proves near-fatal that evening after he witnesses a murder and leaves a telltale roach behind at the scene. The killer, Ted Jones (the comically reliable Gary Cole), and his policewoman partner (Rosie Perez, unsmiling and unamusing), figure out the pot’s provenance and, like a murderous Hansel and Gretel, trace the smoldering breadcrumb back to Saul, which is how the laidback dealer and his client end up fleeing for their lives.




For a while, it’s all nice and easy and suitably mellow. Mr. Franco, something of a James Dean look-alike who appeared with Mr. Rogen in the cult television show “Freaks and Geeks” (a launchpad for Mr. Apatow, among others), has been best known for playing second fiddle to a superhero in the “Spider-Man” blockbusters. (Those sculptured cheekbones worked well for him in a cable biopic about Dean.) He’s delightful as Saul, loosey-goosey and goofy yet irrepressibly sexy, despite that greasy curtain of hair and a crash pad with a zero WAF (Woman Acceptance Factor). It’s an unshowy, generous performance and it greatly humanizes a movie that, as it shifts genre gears and cranks up the noise, becomes disappointingly sober and self-serious.




That mood swing, which plunges Dale and Saul into violence with a whole lot of bad dudes (including generic Asians in ninja suits), guns and explosions, is startling, crudely choreographed and just the kind of big finish a dead-ended writer or two might come up with while searching for a third act and lighting up to a Steven Seagal flick in the wee hours. That sounds better than it plays, largely because Mr. Rogen, who will soon be wearing a mask in a Green Hornet movie, looks so earnest and unfunny when playing the hero. Mr. Franco happily keeps the stoner faith, as does Danny McBride, whose unfailingly polite drug dealer steals the show even as Dale and Saul, of course, of course, fall in brotherly love.


“Pineapple Express” is rated R. (Under 17 requires accompanying parent or adult guardian.) Extreme violence, generous profanity and copious marijuana usage.



Opens on Wednesday nationwide.


Directed by David Gordon Green; written by Seth Rogen and Evan Goldberg, based on a story by Judd Apatow, Mr. Rogen and Mr. Goldberg; director of photography, Tim Orr; edited by Craig Alpert; music by Graeme Revell; production designer, Chris Spellman; produced by Mr. Apatow and Shauna Robertson; released by Columbia Pictures. Running time: 1 hour 51 minutes.


WITH: Seth Rogen (Dale), James Franco (Saul), Gary Cole (Ted), Rosie Perez (Carol) and Danny McBride (Red).


© The New York Times






Two Helbling Admission Free Workshops - September 2008


Where: at Estari Libros Viamonte 2052, CABA



1. Motivating Students at the Intermediate Level

Saturday 13, 10:00 to 13:00


Motivating students at any level can partially depend on the sort of materials you use with them. When it comes to the intermediate level, it is important that the subject matter should be as engaging as possible as is the case with GET REAL INTERMEDIATE. We will therefore examine its topics, texts, and activities to see how they develop, consolidate and expand the learners’ communicative skills, and gradually lead them towards Cambridge FCE, Trinity ISE II, or similar level examinations. Come and see for yourself how you can involve your students in opportunities that will reawaken their joy of learning.


Participants in the workshop will receive a comprehensive set of handouts which will give them a taste of what they and their students can experience if they use this textbook.



2. Resources for developing the writing skill

Friday, 19 September, 17:00 to 19:30


We will present a number of activities to help students overcome the blocks usually associated with writing. We will touch upon the pre-requisites for composition, and will examine some of the resources that can be used to assist our learners. Although we will focus on the lower intermediate and intermediate levels, we will also give some tips for the elementary stage.


Both workshops will be given by Oriel E. Villagarcia, M.A. in linguistics, University of Lancaster, graduate studies, University of Texas. British Council and Fulbright Scholar.


Please Note: * Registration is essential as there are limited vacancies.

* To sign up send an email to  with your full name, postal address and telephone number, indicating the workshop(s) you have chosen.


Certificates of attendance will be issued.








Professor Henry Widdowson in Argentina


Professor Henry Widdowson is an internationally acclaimed authority in applied linguistics and language teaching. He is perhaps best known for his contribution to communicative language teaching. His many books, articles, and lectures have been seminal in establishing both the field of applied linguistics and its mode of enquiry. However, he has also published on other (though related) subjects such as discourse analysis and critical discourse analysis, the global spread of English, English for Special Purposes and stylistics.


The Routledge Encyclopedia of Language Teaching and Learning says, ‘Widdowson consistently defends clear-thinking and clear presentation of ideas. For international ESOL, he has probably been the most influential philosopher of the late twentieth century.'


Professor Henry Widdowson previously held chairs at the University of London and the University of Essex, and is now Professor at the University of Vienna. He began his career with the British Council, working in Indonesia, Sri Lanka and Bangladesh, before taking up an academic career in Edinburgh where he obtained his doctorate in 1973.


He is the Applied Linguistics adviser to Oxford University Press and series adviser of Oxford Bookworms Collection. Widdowson is co-editor of Language Teaching: A Scheme for Teacher Education and the series editor of Oxford Introductions to Language Study and the author of Linguistics (1996) in the same series. He has also published Defining Issues in English Language Teaching (2002), and Practical Stylistics: An Approach to Poetry (1992). His most recent book is entitled Text, Context, Pretext. Critical Issues in Discourse Analysis (2004), published by Blackwell's.


Presentations in Argentina


Henry Widdowson will be opening the FAAPI Conference in Santiago del Estero and will then deliver presentations in Buenos Aires, La Plata and Santiago de Chile.


La Plata

Tuesday 23 September – 1800


Organised by the British Council in partnership with the Dirección de Educación Superior y Capacitación, Dirección de Cultura y Educación de la Provincia de Buenos Aires




Buenos Aires

Wednesday 24 September – 1800

Facultad de Derecho, Universidad de Buenos Aires


Organised by the British Council in partnership with the Ministerio de Educación, Gobierno de la Ciudad de Buenos Aires




Santiago de Chile

Thursday 25 September


For further details on this event, please contact the British Council in Chile






7.-    Jane Cadwallader and Ben Goldstein in Argentina


Richmond Publishing is very pleased to announce:

Jane Cadwallader & Ben Goldstein in Argentina


September 18th   & 19th    

FAAPI Santiago Del Estero



September  20th  9:00 Am To 12:30 Pm   

Cultural Británica    



September   22nd  6:00 Pm To 9:30 Pm   

Universidad De Congreso    



September 24th 6:00 Pm To 8:00 Pm      

Universidad Del Comahue    



September   24th  6:00 Pm To 8:00 Pm   

Col. Marista Nuestra Sra. del Rosario     


Bahía Blanca

September  25th 6:30 Pm To 8:30 Pm     

Colegio La Inmaculada       



September 25th  6:00 Pm To 8:00 Pm     

Colegio San José     


Ciudad de Buenos Aires

September 27th  9:00 Am To 4:00 Pm     


Corrientes 1723 


We look forward to receiving you

Free of charge but registration is essential. Limited vacancies



For further information or registration please contact us:                           

(011) 4119-5000 ext. 3066/ 3102




Certificates of attendance will be issued.








La Asociación Cordobesa de Profesores de Inglés (ACPI) anuncia la realización de su 2do Congreso Anual que tendrá lugar los días 24 y 25 de Octubre en las instalaciones del Instituto Universitario Aeronáutico (IUA) de la Ciudad de Córdoba.


Dirigido a profesores de Inglés de todos los niveles y diferentes ámbitos de desempeño de nuestro país, en esta oportunidad el eje temático será “la Evaluación: Integrada o Reñida con el aprendizaje”.


Teniendo como antecedente el éxito de la primera edición del congreso, en Junio del 2007, tanto en  convocatoria como en calidad de las ponencias, invitamos a acompañarnos en esta segunda instancia y así contribuir a la superación permanente de nuestra educación.


Se encuentran abiertas las inscripciones. Informes:  Mail:  TEL: 0351-4723053 ó 4731750.


The aim of this Annual Conference is to share experiences and explore the testing process in the English teaching environment and the prospects for the future. This Conference will have the invaluable contribution of highly qualified teachers and researchers.




More specifically, we will:

• Observe the reality of our teaching practice from a critical and constructive view point.

• Explore subjects related to the evaluation process in EFL.

• Analize new methodological perspectives, innovative points of view and techniques which reflect the latest theoretical productions in the field of language teaching.

• Promote reflection, debate and exchange of ideas.

• Stimulate attendants to reflect upon their own practice through action research

• Promote scientific analysis and exploration of the outcome of research.


This will be a great opportunity to debate issues related to testing in EFL, present your work, reflect on your teaching practice, discover new and enlightening points of view and meet researchers, teacher trainers, materials designers and teachers from private and public schools all over the country.



Addressed to:


- Teachers of English in general

- Teacher-trainers

- Researchers

- Materials writers

- Advanced students in the last two years at teacher-training colleges





Workshops, posters and papers will concentrate on practical ideas and current issues in the field of English Language Testing with a focus on our local school system as suggested below


Testing. For or Against Learning?


1) Testing. Concepts, typology and objectives

2) Testing as a learning tool

3) Evaluating teachers´practice.

4) Testing techniques and instruments

5) Materials design

6) Assessment


Types and length of Presentations:


- Workshops of 90 minutes

- Papers 45 minutes

- Poster Presentations








(Content and Language Integrated Learning)

A different approach for the learning and teaching of both content and language.


Globalisation is moving countries across the World towards a new era,

the Knowledge Age. This has resulted in sweeping changes in how societies, and the educational systems that serve them, operate. In the Knowledge Age, creativity, intelligence, and connectivity become key resources for success.

CLIL is the result of the new demands on educational systems


To CLIL, or not to CLIL

by David Marsh




One of the key qualities of being a fine teacher is understanding those we teach. Over recent years the ability to understand learning processes has changed profoundly because of the availability of new pathways for understanding how learners learn. This presentation is about one newly emerging educational approach where a foreign language is taught simultaneously with authentic content. Known as Content and Language Integrated Learning (CLIL), this approach appears to closely fit the cognitive and emotional needs of learners in our classrooms. In this talk David Marsh will lead the audience through an introduction to CLIL, which will include practical steps on how it can be started; what we need to know and do to make it happen; and finally, what outcomes we might reasonably expect.


David Marsh


Born in Australia, educated in the UK and now based in Finland, he has extensive experience in teacher development, capacity-building, research and consultancy in a range of different countries in Africa, Europe and Asia. He has worked on multilingualism & bilingual education since the 1980s. He was part of the team which conducted groundwork leading to the launch of the term CLIL in 1994.  In 2002, he coordinated production of 'CLIL - The European Dimension: Actions, Trends and Foresight Potential for the European Commission (DG EAC)'.  This overview of the situation in Europe was used in the compilation of the 2004-2006 EC Action Plan: Promoting Language Learning & Linguistic Diversity. From 2005-2008 he has managed various international research and development assignments on education and curricular developments. During 2008-2010, he will be acting as Strategic Director for CCN (Europe), and handling various educational development and research initiatives in the European Union & East Asia.


Lucy Crichton


Storytelling accessible to everyone

by Lucy Crichton



Telling stories in the classroom is a serious task. It involves creative

and critical thinking skills where students are able to deeply sense

the language. As a tool for CLIL classrooms, storytelling encompasses

not only meaningful subjects but is also a solid ground for

exercising imaginative play. This workshop will look at contemporary

realities in education and through an interactive story, attempt to convince

the most timid of teachers that storytelling in the classroom is

entirely accessible to all.



Lucy Crichton


Lucy is a graduate in Classical Theatre from the London Theatre School and holds a TEFL certificate from Teacher Training International, London. She is an independent teacher, teacher trainer, and freelance speaker and has

been teaching English in Brazil since 1993.  At present she lives and works in Florianopolis where she runs a ‘living English’ course from her home attending children from a local Steiner school.  Her present research

includes children’s drawings, storytelling and new roads towards teacher development. She is currently writing materials for Macmillan and is co-

author of a new course for primary level.



In Buenos Aires

organized by Macmillan Publishers in partnership with

the Ministerio de Educación del Gobierno de la Ciudad de Buenos Aires

Date:  Tuesday, 16th September -  From 6.00 pm to 8.30 pm

Venue: Colegio Nº 2 - Distrito Escolar 1 Domingo Faustino Sarmiento

Libertad 1257 - Ciudad de Buenos Aires

Registration: By email:

By phone: 0810-555-5111


In Morón


Date: Monday,15th September - From 6.00 pm to 8.30 pm

Venue: Universidad de Morón - Cabildo 134 - Morón – Pcia de Buenos Aires

Registration By email: or        

By phone: 0810-555-5111


Both events are FREE OF CHARGE

Certificates of attendance will be issued







Maryland English Language Teaching Centre announces:


Teaching English in Kindergarten: a real challenge.

by Susana Ortigueira


September  13th from 10 to 12 a .m.




This workshop will be focused on the methodology of teaching young children from 3 to 6 years in Kindergarten through the demonstration of didactical games, learning rhymes and songs, reading stories, drama and role play.




Susana Ortigueira is a profesora de Inglés from Facultad de Filosofía y Letras de la Pontificia Universidad Cátolica Argentina “Santa María de los Buenos Aires”. She is a Licencianda en Lengua Inglesa from Universidad Tecnológica Nacional. Jefe de Trabajos Prácticos in the chair of “Didactics and Practicum for EGB 1 and 2” at Instituto Nacional Superior del Profesorado Técnico de la Universidad Tecnológica Nacional . She is a lecturer at Instituto de Profesorado del Consudec in the chairs of Didáctica I, Sistema Educativo e Instituciones Escolares. Director of Studies of her own school of English in Barracas. Susana is a Teacher of Spanish as a Foreign Language (Fundación Ortega y Gasset)




Informes e Inscripción:

Maryland E.L.T.C   Centro de Capacitación Docente  DGEGP  C 454    (011) 4301-8533/ 4307-5314   15 5860 2492







Dear Omar


Many thanks to you and Share for your previous pieces on the annual Language Learner Literature Award for graded readers in English.

Attached is a press release about the 2008 Award winning books,

The Award also has better-looking medallions this year. They can be

downloaded from on the recently refreshed and relaunched Extensive Reading Foundation website.


Very best wishes,


Philip Prowse




Announcement: The Extensive Reading Foundation 2008 Language Learner Literature Award Winners


The Extensive Reading Foundation (ERF), an unaffiliated, not-for profit organization that supports and promotes extensive reading in language education, takes pleasure in announcing the winners of the 5th Annual Language Learner Literature Award for books published in 2007. 


An international jury chose the winning book in four categories, taking into account the Internet votes and comments of students and teachers around the world.


Young Learners: Winner

Dorothy by Paola Traverso. Illustrated by Alida Massari. Earlyreads Level 1 (Black Cat Publishing). ISBN: 9788853007094

In choosing this book, the jury noted the captivating quality of its dreamlike fantasy. Voters commented, "intelligent and beautiful" (Italy); "a great and lovely book. I get lost in the illustrations" (Belgium).


Adolescents and Adults--Beginners: Winner

Horror Trip on the Pecos River by Paul Davenport. Illustrations by Niels Roland. Teen Readers Level 2 (Aschehoug/Alinea). ISBN: 9780850484007

Author Paul Davenport was a 2007 Language Learner Literature Award finalist, and this year takes the prize with a thriller that the jury found engaging and enjoyable. Voters commented, "a very good story that is easy and fun to read" (Denmark); "great plot" (Taiwan).


Adolescents and Adults--Intermediate: Winner

Billy Elliot by Melvin Burgess. Retold by Karen Holmes. Penguin Readers Level 3 (Pearson Longman). ISBN: 9781405850001

The jury noted the sensitive handling of strong adult themes in this story. Voters commented, "It leaves a deep impression" (Canada); "I felt we must strive for our dreams" (Japan). 


Adolescents and Adults--Advanced: Winner

Body on the Rocks by Denise Kirby. Illustrated by Marjorie Crosby-Fairall. Hueber Lektüren Level 6 (Hueber Verlag). ISBN: 9783192029714

It's a story you can't put down, spiced by an exotic locale and varied characters, noted the jury. Voters commented, "I couldn't stop reading" (Korea); "so thrilling and suspenseful. Thumbs up for this book" (Malaysia).


In addition to the winners, the following books were selected as the shortlisted "finalists" in each category:


Young Learners: Finalists

Escape from the Fire by Richard Brown. Illustrated by Mike Spoor. Macmillan English Explorers 3 (Macmillan Education). ISBN: 9781405060189

The Princess and the Pea by Hans Christian Andersen. Retold by Sue Arengo. Illustrated by Andy Catling. Classic Tales Beginner 1 (Oxford University Press).

ISBN: 9780194225526


Adolescents and Adults—Beginners: Finalists

Grizzly by Sue Murray. Illustrated by Sarah Davis. Hueber Lektüren Level 1 (Hueber Verlag). ISBN 9783190029716

Tim Burton’s The Nightmare before Christmas by Daphne Skinner. Retold by Coleen Degnan-Veness. Artwork by Mikel Santos ‘Belatz’ and Javier Gomez. Penguin Active Reading Level 2 (Pearson Longman). ISBN: 9781405852104


Adolescents and Adults—Intermediate: Finalists

River of Dreams by Philip Voysey. Illustrated by Elizabeth Botté. Hueber Lektüren Level 5 (Hueber Verlag). ISBN: 9783191229719

Stories for Reading Circles Retold by Margaret Naudi et al. Bookworms Club Gold Stages 3 & 4 (Oxford University Press). ISBN: 978 0 1947 2002 1


Adolescents and Adults—Advanced: Finalist

How's the Weather? Contributing writers: Colleen Sheils, John Chapman. Production and Design Services: Studio Montage. Footprint Reading Library Upper Intermediate (Cengage). ISBN: 97814240112 6

Ripley's Game by Patricia Highsmith. Retold by Kathy Burke. Penguin Readers Level 5 (Pearson Longman). ISBN: 9781405850025


The winning books and shortlisted finalists are available for online purchase at the Cambridge International Book Centre:


The ERF thanks the publishers who nominated books, the members of the Award Jury, and all those who voted in this year's Award. The nomination and voting procedures for the 2009 Language Learner Literature Award will be posted on the ERF website ( later this year.





T.S.Eliot  Bilingual Studies announces a seminar on Language Awareness by international speaker and author Rod Bolitho


Tuesday, September 23rd - 6-8 pm:

L.N. Alem 1380 – Banfield


Promoting Meaningful Talk in the Classroom


Surprisingly, given the key role that language plays in communication, and also the claims that are made for communicative language teaching in contrast to earlier approaches, many foreign language classrooms are still characterised largely by superficial pseudo-communication. In this session Rod will invite you to look critically at some of your own rituals in the classroom including questioning techniques, turn-taking conventions and the ways in which you exercise your power as a teacher.  He will then suggest practical ways in which the quality of classroom talk can be improved to the probable benefit of the quality and effectiveness of language acquisition and learning.


Coordinator: Rod Bolitho


Rod has been involved in ELT for nearly 40 years. He is currently tutoring on postgraduate courses in Plymouth and overseas and providing consultancy services to textbook, materials and curriculum projects in a number of countries in Europe and beyond. He has co-authored a number of books including (with Brian Tomlinson) Discover English and (with Tony Wright) Trainer Development which is to appear on-line later this year. He has also published a good number of articles and has presented at conferences in various parts of the world including Romania. He was consultant to the secondary textbook project in the nineties and now to the very successful EWoW project.

At present, he is Academic Director at Norwich Institute for Language Education in Norwich, UK.


Fee: $ 50

Certificates of attendance - Coffee on the house - Group discounts for institutions



Please enrol early - Vacancies are limited

Office hours: Monday through Friday 4-9 p.m.

Phone 4202-3672 or contact us at

web site:






Pontificia Universidad Católica Argentina

Facultad De Filosofía Y Letras

Departamento De Lenguas


Jornada De Extensión


"How can I say it in Spanish?

¿Cómo lo digo en inglés?"   


On overcoming some difficult issues students, translators, and teachers of English have to tackle head-on. Practical tips and short exercises will invite us to plunge into the now clear grammatical waters of English and Spanish.


A cargo de la Prof. María Ester Moreno


El día viernes 19 de septiembre de 9:00 a 13:00 hs


Requisitos de Admisión: conocimiento de inglés equivalente al First Certificate


Lugar: Auditorio Monseñor Derisi, "Edificio San Alberto Magno"

Av. Alicia M. de Justo 1400 - Subsuelo


Arancel Completo…………......................$30

Alumnos, profesores y graduados UCA….  $24

Alumnos de otras instituciones…….……………..$27


Informes e inscripción:


Extensión y Posgrado

Facultad de Filosofía y Letras

Av. Alicia Moreau de Justo 1500, 1er. piso

tel: (54- 11) 4338-0789

Horarios de atención al público:

Lunes  a viernes de 10.00 a 13.00 / 16.00 a 19.00hs









Gobierno de la Provincia de San Luís

Ministerio de Educación

Instituto de Formación Docente Continua de San Luís


Anuncian las IV Jornadas de Actualización para Docentes de Inglés:

Dramaland and the Language Class


12 Septiembre 2008 en el Instituto de Formación Docente Continua de San Luís

Disertantes: Celia Zubiri y Patricia Zorio


Hasta el 10 de Septiembre inclusive

Docentes $ 50

Egresados del IFDC $ 25

Alumnos $ 20

Alumnos IFDC : gratuito

Inscripción: IFDC de San Luís – Avda Lafinur 997 – Secretaría de Extensión- 9 a 13 hs y de 17 a 20 hs. TE: 02652-444189 (int.229). e-mail:






Septiembre 2008


       Convocatoria para Asistentes de Idioma

septiembre- noviembre

Este programa organizado por el British Council y el Minsiterio de Educación, Ciencia y Tecnología de la Nación, ofrece la oportunidad a profesores de inglés argentinos de trabajar como asistentes de idioma en institutos educativos del Reino Unido.


       Becas Chevening

11 de septiembre 2008

Charla informativa sobre estas becas en el British Council a las 1600 horas. Para registrarte enviá un email a  


       8vo. Simposio Internacional Fundacion Huésped

12-13 de septiembre 2008

El British Council está apoyando la visita del Dr Robert Wintemute, profesor del King’s College London y especialista en HIV/AIDS  Durante el simposio, participará en las siguientes actividades:

12 de septiembre, 15.00 – 16.30 hs: Mesa redonda “From Victims to Subjects of Law”

13 de septiembre, 11.30 – 12.00 hs: Plenario de cierre.


       EuroPosgrados, Córdoba

15-16 de septiembre 2008

El British Council esta visitando la Universidad Nacional de Córdoba como parte del tour de EuroPosgrados. Contamos con un stand y daremos charlas a los estudiantes sobre estudios en el Reino Unido y becas.


       XXXIII Conferencia de FAAPI, Santiago del Estero

20-22 de septiembre 2008

El British Council tiene una fuerte presencia en esta conferencia que reune a profesores de inglés de todo el país. Este año estamos apoyando la visita de of Henry Widdowson y otros especialistas en la Enseñanza del Idioma Inglés y la Literatura.


       Becas Chevening

23 de septiembre 2008

Charla informativa sobre estas becas en el British Council a las 1300 horas. Para registrarte enviá un email a  


       Expo Empleos & Becas

24-25 de septiembre 2008

El British Council está participando en esta feria en Tandil (Universidad Nacional del Centro) dentro del programa Europosgrados – charlas a estudiantes sobre estudios en el Reino Unido y becas.


       Festival Dreams+Teams Festival

26 de septiembre 2008

Este último festival, una gran celebración para marcar el final de este proyecto, es coordinado por todos los tutores, capacitadores y jóvenes líderes de las tres instituciones socias: Instituto River Plate, Colegio Southern Cross y Municipalidad de San Martín, quiénes han estado involucradas en el programa desde 2003.


Para más información, contáctenos a








I'm working on a project to teach English to blind and visually impaired children, together with Dirección de Enseñanza Especial del Consejo de Educación here in Entre Ríos.


I'd like to be in touch with those teachers of English who had been working on a similar project, teaching blind children, adolescents and adults, one to one or by means of a distance learning course (through Braille).


Lic. Cristina Araujo wrote in SHARE a very interesting article a few years ago, in fact, this four-part article was one of the items that made me start with the project.


I'm trying also to find books in Braille similar to the ones we use at school, with texts, reading comprehension exercises, grammar practice, pair work, etc. Do you know of any?


Any information is welcome,


Cecilia Monserrat









Asociación de Profesores de Inglés de la Zona Andina y Línea Sur

APIZALS’ 7th Annual Conference

17 & 18 October 2008

Universidad FASTA,

Av. de los Pioneros 38

San Carlos de Bariloche

Río NegroBariloche, Argentina


APIZALS’ Annual Conference is an event organized by Patagonian teachers. It takes place in Bariloche (on a yearly or two-yearly basis) and is offered to teachers and students of English in the region and beyond as an instance of reflection, updating, professional growth, joint work and sharing with colleagues.


For further information please contact  -  / Tel (02944) 523957, (02944) 461154, (02944) 421688 / CEM 105, Beschtedt 850, from 8.00 am to 1.00 pm., te. (02944) 422328, Bariloche


APIZALS’ Annual Conference is an event organized by Patagonian teachers. It takes place in Bariloche and is offered to teachers and students of English in the region and beyond as an instance of reflection, updating, professional growth, joint work and sharing with colleagues. Our main objectives are:


To promote contact with renowned teachers from different Argentine institutions and provinces in order to profit from their knowledge and expertise, as well as contact with material related to the teaching of English.


To promote discussion of different topics related to the teaching of English, thus catering for a wide range of needs and interests.


To raise awareness of the scope and value of the work done by teachers of English of our region.


To create professional and friendship links among teachers and institutions from different parts of the country.


The Conference has been attended by growing numbers of people in the last years – nearly 100 in 2005 – and has been granted official recognition by Bariloche municipal authorities, the province of Río Negro and neighbouring provinces, as well as by Universidad Nacional del Comahue. The scope of the themes to be dealt with in the Conference is wide. Given the little access that ELT people in our region have to events of this type, we think it is important to offer a variety of topics covering different areas of English teaching. We have also conceived this conference as an opportunity for Argentine, and particularly Patagonian, teachers to share their own work, research, experience with the rest of us.







Drama Techniques in the  E.F.L class


Fernando Armesto


·        Use of Drama Techniques to enhance learners’   communication skills

·        Theatre vs. Educational Theatre

·        From Story Telling to Dramatization

·        Body Language   

and much more!


Starting on September 16th  at 4:30


Two sessions a week (Tuesday afternoon and Saturday morning)


Fernando Armesto is a  Profesor de Inglés e Inglés Técnico from Instituto Nacional Superior del Profesorado Técnico de la Universidad Tecnológica Nacional.  He is a Candidate to the “Doctorado en Lenguas Modernas” from Universidad del Salvador. Lecturer at Instituto Nacional Superior del Profesorado Técnico de la Universidad Tecnológica Nacional in the Chairs of "Didactics for EGB 1 and 2" and "Practicum". Head of English - Primary and Secondary- at Colegio Belgrano Uno. Former Lecturer in English Language at Universidad Austral and Universidad del Museo Social Argentino and Head of English at Instituto de Educación Integral . He has specialized in E.S.P., working in the fields of  Tourism, Hotel Catering and Management and Journalism. He is the co- author of the resource book "Tourism" published by Macmillan. He has been engaged in several Drama Clubs and Societies and he has worked with Drama with children, adolescents and adults. Actor and Assistant Director in various plays with the Buenos Aires Players and the Suburban Players.


Curso presencial con apoyo online


Puntaje docente otorgado DGEGP  Res.nº 2011/08

Se entregarán certificados de asistencia y de aprobación del curso respectivamente


Informes e Inscripción:

Maryland E.L.T.C   Centro de Capacitación Docente  DGEGP  C 454    (011) 4301-8533/ 4307-5314   15 5860 2492






Act English

Would you like to…


·       act in English?    

·       make your teaching more appealing?                   

·       practise the language in a creative way?   




Open & Free Class

By Irene Bianchi


When? Sept. Saturday 6th

What time? 11 to 12.30

Where? At IPEI - 46 Nº 421 e/ 3 y 4









Primer Congreso Metropolitano de Formación Docente (2008)


Fecha de realización: 26, 27 y 28 de Noviembre de 2008


Dinámica de trabajo: Conferencias de especialistas nacionales y extranjeros, paneles con invitados-as especiales, foros de discusión, mesas de trabajo sobre ponencias, posters. El Comité Académico se encuentra abocado al análisis de otras posibles actividades


Más información:

Facultad de Filosofía y Letras Universidad de Buenos Aires

Puán 470 – Ciudad de Buenos Aires








El Área de Educación de la UTDT llevará a cabo el

Curso de formación avanzada Posibles e imposibles en el Nivel Inicial,

a cargo del Prof: Mg. Daniel Brailovsky.


La propuesta, dirigida a docentes, directivos, coordinadores y responsables de instituciones educativas de Nivel Inicial, se centra en un conjunto de problemáticas escolares, asociadas a prácticas instituidas de la gestión del aula y de la institución, que se definen como claves para la comprensión y resolución de problemas habituales.

El curso propone, desde un marco teórico fundamental basado en problemas prácticos, profundizar en aspectos destacados de la gestión y de la dimensión pedagógica que hacen a la vida cotidiana de los Jardines de Infantes.

Es una actividad arancelada. Los encuentros son los miércoles 10, 17 y 24 de septiembre, de 18 a 21 hs. Informes e inscripción:







Inglés para Nivel Inicial

Una aproximación a la realidad institucional, las características infantiles y las propuestas pedagógicas.

A cargo de la Lic. Ma. Laura Capello y la Lic. Andrea Ledwith


Destinado a profesores de Inglés,docentes de Nivel Inicial y estudiantes

de profesorados de Inglés


Es reconocido que el Nivel Inicial es una de las inserciones laborales primeras a la que acceden estudiantes y docentes de Inglés, y que los planes de estudio de los profesorados de Inglés suelen no cubrir esta franja etaria.



Conocer y comprender algunas características evolutivas del niño de Nivel Inicial.

Analizar la formación propia y propedéutica del nivel Inicial.

Reconocer la importancia del rol docente en este nivel del sistema educativo.

Analizar los contenidos de Lengua de Nivel Inicial.

Comprender, valorar y elaborar planificaciones y planes de clase a partir de unidades didácticas.

Apropiarse de fundamentaciones, modalidades, instrumentos y dispositivos para evaluar criteriosamente.


En una modalidad teórico-práctica se abordarán contenidos vinculados a las características propias del Nivel Inicial, como así también se propone una aproximación a las características evolutivas propias de los niños de 2, 3 4 y 5 años. Se intentará hacer un análisis de los aspectos constitutivos del primer año de vida y su influencia en la construcción cognitiva y desarrollo socio-afectivo.


Se abordarán cuestiones vinculadas al rol docente en el Nivel Inicial, la implementación de diversas estrategias y el uso del juego como dispositivo pedagógico.


Se elaborarán planificaciones, unidades didácticas, plan de clases y actividades. Se analizarán criterios y modalidades para la evaluación.

Modalidad del curso:

Presencial, con dos encuentros de seis horas duración cada uno. Se prevé el uso de material didáctico (películas, material impreso, bibliografía, análisis de casos y de instrumentos).



Sábados 6 y 20 de septiembre de 2008, de 9 a 13 y de 14 a 16 hs. Habrá un intervalo para el almuerzo.


Se entregarán certificados de asistencia finalizados los dos encuentros

Para más información haga click aquí

Arancel: $40,-

IMPORTANTE: La reserva de vacante se efectiviza previo pago del arancel en la

Caja del Colegio Ward.


Horario de Caja: lunes a viernes de 8 a 12 y de 13:30 a 16 hs.

Ante cualquier consulta comunicarse al 4658-0348 int. 128 con la Sra. Susana Pets.


Colegio Ward : Héctor Coucheiro 599 [B1707ASK] D. F. Sarmiento (a 4 cuadras de la estación Ramos Mejía). Tel: 4658-0348 -  -






Macmillan Publishers tiene el agrado de informarles su nueva dirección y teléfono

a partir del 15 de septiembre.


Av. Blanco Encalada 104

(B1609EEO) Boulogne - San Isidro

(011) 4708-8000





24.-   ONLINE SEMINAR: “Reaching Farther, Reaching Wider”



Instituto Superior San Bartolomé

Particular Incorporado Nº 9123

de la Fundación Churchill de Rosario


1988 – 2008

“We thrive on dreams, commitments and achievements”.


“Reaching Farther, Reaching Wider”

Online Seminar

29th September  to 18th October, 2008


Instituto Superior San Bartolomé, located in Rosario, Argentina, in celebration of its 20th Anniversary, is pleased to announce the oncoming Remote Seminar “Reaching Farther, Reaching Wider”, which will explore issues that ensure success in teaching English as a foreign language.


The seminar will consist of a number of unprecedented lectures as well as a fair amount of shared expertise and will boast the contribution of well-experienced, knowledgeable teachers.


Among the specialists who have so far accepted to share their talks with us are:


Prof. Mariel Amez: From Margin to Centre - or a Case for Poetry in ELT

Prof. Graciela Castelli, MA: The Art of Conversation: Can it be taught?

Prof. Verónica de la Encina, MA: Is teaching online a different activity from teaching face-to-face? Can these two modalities go hand in hand?

Lic. María Fernanda Foresi: De Guttenberg al ciberespacio:¿cómo leen y escriben los jóvenes de hoy?

Prof. Silvia Rivero, MA, MPhil: The Language Acquisition Game: The Ultimate Puzzle

Lic. Susana Trabaldo: Web 2.0 resources in the English classroom

Prof. Lic. Bertha Viale: Click and think: Why ICT in education?

Prof. Trad. Valeria Virga: Pedagogic Grammar: open ears, open eyes, and an open mind!

Prof. Rita Zeinstejer: Using Computer Tools to Hone Communication



Lectures will be broadcast on video and podcast and may be watched and listened to asynchronically. A number of papers will also be offered for reading. Each of the topics will be discussed in a forum debate for a set time.



The seminar will consist of

Discussion forums: From Sept. 29th to Oct 18th, 2008

Uploaded papers: From Oct. 1st. to 18th, 2008

Live sessions via internet: Broadcast from Oct. 6th to 10th, 2008

Recorded sessions: Uploaded from Oct. 6th to 18th, 2008


Participants may attend the live sessions synchronically or watch them in their own time as they will be recorded and uploaded on the site.

Participants are invited to join the discussion forums of their interest during the seminar.



St Bartholomew’s staff, students and graduates: $90

 IFFD Students – other than SB’s should send scanned copy of certificates: $120

General public:  $150 or U$S 55


For furter information, please contact Dpto de Desarrollo Profesional – Instituto Superior San Bartolomé


Instituto Superior San Bartolomé

Tucumán 1257 (2000) Rosario


 - Limited vacancies -





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

who attended our Annual Convention in August, our founding member and fairy godmother, Elida Messina:



Dear Omar, Marina, Martin and Sebastian,




This is to thank you for all the efforts you made and expertise you put in making 2008 Share Convention another big success. In my humble opinion, you have surpassed yourselves and the results proved that they were worth your time and trouble.


The presentations I attended were not only informative but also showed that the lecturers were knowledgeable and respectful of their audience, as well as highly committed to transmitting their expertise in ways that were both enriching and motivating. 


I wish I had the ability to attend three lectures at the same time. As I am aware of my limitations, I made my choices as conscientiously as possible.


To be honest, I cannot say that any presentation was better than the other. They were all different, they all showed careful preparation and a sincere wish to share with those of us in attendance the latest, the most appropriate, the most useful approach and experience in the respective lecturer’s specific field.


All of it took place in such a friendly and supportive atmosphere that 2008 Share Convention was indeed a most enjoyable experience.


Thank you very much indeed. Please extend my heartfelt thanks to the rest of the support team, for they also offered their best to make it an unforgettable event.


With best wishes for the continued success of SHARE events and hoping you keep on dreaming big,





Omar and Marina.



SHARE is distributed free of charge. All announcements in this electronic magazine are also absolutely free of charge. We do not endorse any of the services announced or the views expressed by the contributors.  For more information about the characteristics and readership of SHARE visit:

VISIT OUR WEBSITE : There you can read all past  issues of SHARE in the section SHARE ARCHIVES.