Year
4
Number 101
4900
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,
Just two words
“Thank you” for the innumerable mails we have received congratulating us on our
issue number 100. With the celebration (there was really no such thing) over, we
are back to grind working hard towards our issue 200.
And thank you also
on the very many messages we get every day repudiating the war on
This fills us with
pride because this shows where the true concerns of our SHARERS
lie.
It is of course,
impossible to publish them all or a few of them for that matter. For this issue
we have chosen an article by Noam Chomsky. Basically because Chomsky is a very
well known and respected figure in the field of Linguistics and we have all, in
a way or another, had some contact with his work as a Professor or a social
critic. And secondly because the article we are reproducing is not one of the
most widely circulated so far.
What can we,
Marina and Omar, say about the atrocities of this war? Nothing that you have not
heard before. We only want to beg you to pray in your churches, in your mosques,
in your temples or any other place of worship to God (because, after all there
is only one true God and He is common to all religions) that this useless and
pointless slaughter ends soon. We have been doing this and will go on doing this
with all our faith and all our hearts.
Love
Omar and
Marina
In SHARE 101
1.- Internet Reading-based
Material in the Classroom (part 2).
2.- Noam Chomsky: “Rebel without
a pause”.
3.- A Most Expected
Comeback.
4.- Echoes from the First Annual
Conference of Applied Drama.
5.- Tips for your first business
classes.
6.- The Passing of Common Sense.
7.- Previews of On The Road
Theatre Company.
8.- E-Teaching online in April.
9- Krashen link.
10.- Talk on the Language of
Advertising.
11.- Course on Translation into
English.
---------------------------------------------------------------------------------------
1.- INTERNET-BASED
Today
we publish part 2 of the article that our dear SHARER from
Integrating Internet-based reading materials into the foreign language
curriculum:
From teacher –to student-centered
approaches.
By Klaus Brandl -
APPROACH 1: TEACHER-DETERMINED LESSONS
Pedagogical Perspectives
The
reading lesson in Appendix A demonstrates an example of a teacher-centered
approach to providing reading instruction online. The reading activities and
materials of this approach are comparable to the computer as an online
electronic workbook. The teacher prescreens and selects reading materials or
cultural readings from Internet-based or other resources, designs comprehension
activities, and makes them available through his/her Web page. The pedagogical
strength of this approach lies in the text-specific approach to exploring
authentic cultural (textual or images) resources. By pre-selecting and preparing
the readings, the instructor tailors the contents and tasks to the students'
proficiency level. He/she scaffolds the reading tasks by guiding the learners
through the texts. The tasks are designed to support the reader's comprehension
process focusing on textual, linguistic and cultural features.
Depending on the text, the reader's background and proficiency level,
guided reading instruction, in particular in form of management strategies and
comprehension checks, has its pedagogical strength at all levels of instruction.
As Cobb and Stevens (1996) point out, "Second language readers may not have
automated one or more of the component processes of reading in the second
language, such as word decoding and recognition, resulting in working memory
overload and diversion of attention away from the construction of a text model.
Or, at a higher processing level, readers may not be familiar with semantic or
discourse schemata specific to the culture of the second langue, so that they
have no preactivated scaffolding to help them summarize and organize the details
of the incoming text, and quickly face overload" (p.122). Furthermore, in
particular at beginning levels, the text-specific approach to reading allows the
instructor to support the second language readers in decoding and recognition of
vocabulary, for example, by providing specific word glosses and word recognition
training. As some scholars argue, glosses, rather than distraction readers,
ensure more fluent reading of the selection and enhance comprehension of a text
(Davis, 1989; Martínez-Lage, 1997).
The approach to
reading instruction in the example above is nothing new, and one might ask the
question, what are the actual advantages of the Internet-based reading
activities over the reading activities based on authentic printed resources.
There are benefits that are unquestionable to both instructors and students,
which make such application worthwhile.
A great deal of
research exists that supports the use of images in a variety of ways. For
example, visual aids have been found effective as advance organizers, because
they help to build background knowledge pertinent to the target text and
facilitate the contextualization of what is being read (Omaggio, 1979).
Pictorial cues can also increase comprehension of a reading passage, in
particular with low proficiency readers (
In
conclusion, depending on text type and reading tasks, this approach lends itself
for all levels of instruction. Students' responses to reading tasks are limited
by the capacity of authoring packages, which at its best allow for automatic
tailoring of true/false, matching, or multi-choice answers. Any open-ended
student response that goes beyond one-word answers requires the intervention of
an instructor to assess the students' work.
Technological Considerations
The
development of reading lessons as demonstrated in this approach may be time
consuming and cumbersome. To create such activities, skills and expertise in
language pedagogy, instructional design, and some programming are required. The
latter may include experience with HTML editors, HTML or Internet-based
authoring packages such as Half-Baked Software,2 or WebCT. Other technological
skills such as the use of scanners and graphic programs are recommended. The use
of Internet-based resources may also require copyright clearance in many
instances.
APPROACH 2: TEACHER-FACILITATED LESSONS
Pedagogical Perspectives
Internet-based reading activities that have gained most wide-spread
attention and popularity among language teachers and students are those in which
the instructor provides a set of learning tasks that engage the learners in
exploring reading materials in their authentic environments. Based on the
example presented in Appendix B, the approach to this type of Internet-reading
lessons can be simply described in the following way. The instructor determines
a particular topic and set of goals for his lesson, such exploring German
cities, or Mexican restaurants. The teacher prescreens and selects a set of
sites to ensure its contents are appropriate for their pedagogical goals.
Through a particular task design, the instructor facilitates the students'
reading process and guides the learners to explore a variety of pre-selected
resources, thus providing a clear goal to be accomplished by the students.
Furthermore, the tasks are designed so "they are not so broad that students
wander aimlessly through the material yet open enough to provide multiple paths,
outcomes, and interpretations, which can form the basis for subsequent classroom
interaction" (Furstenberg, 1997, p. 24). In this way, the teacher controls the
navigational scope and the number and kind of Internet sites that the students
access. Despite the restriction, the learner has some autonomy as the tasks
provide the learner a choice in the sites he or she accesses and explores. Task
types usually include comparisons, gathering factual information, descriptions,
and short summaries. The outcome of the student assignments is clearly defined,
but open-ended. The teacher's role can best be described as a guide and
facilitator. The students follow the teacher's lead but get to explore the
contents themselves.
The
approach to integrating Internet-based resources in a foreign language
curriculum as outlined above can be supported by many arguments. One major
difference between lesson type 1 and 2 above has to do with the degree of
control of the reading process, in other words, how the learners are to approach
the reading text. Although plenty of arguments speak in favor of a structured
and guided approach to decoding a text, ultimately students need to learn this
by themselves. There is some evidence that students who rely excessively on
instructional help are not learning as much as those who try to solve problems
themselves. Pederson (1986), for example, demonstrated differences in cognitive
processing between students who had access to help on their reading
comprehension to those you did not. "The results indicate that
passage-unavailable treatment always resulted in comparatively higher
comprehension rate than occurred in counterpart passage-available treatment
regardless of the level of question or level of verbal ability" (p. 39). In
other words, "greater benefit was derived from the subjects' being aware that
they were required to do all their processing of the text prior to viewing the
question" (p. 38; cited in Cobb & Stevens, 1996, p.
133).
The
approach to exploring information in a nonlinear (hypermedia) structure on the
Web may have additional potential to enhance students' reading skills. Spiro and
Jehng (1990), for instance, suggest that the design of hypertexts should be
based on a "cognitive flexibility theory," allowing the reader to access
information in various sequences and to return to the same place on different
occasions, coming from different directions. A central claim of the theory is
that revisiting the same material, in rearranged contexts and from different
conceptual perspectives, aids in advanced knowledge acquisition" (cited in Chun
& Plass, 2000, p. 163). For example, many learners have the tendency to
approach and read a text linearly rather than holistically. In this way, they
often fail to draw inferences from outside the context as one might be expected
to do when reading a text (Cobb & Stevens, 1996). The hypertext organization
of information on the Internet that asks them to jump around between texts, may
thus help them with the development of more holistic strategies. This structure
and the access to immediate information presented by difference sources (e.g.,
news topics, or newspaper ads) also allows for comparisons of texts, which can
teach students to become critical readers (Walz, 2001). As also suggested by the
recent National Standards (1999), the objective of foreign language learning
should be to teach students how to read critically on their own, especially with
the Internet, which often involves independent reading (Walz,
2001).
Above, I have pointed out several arguments in favor of integrating
authentic materials from the Web, in particular with regard to the availability
of and access to non-linear resources. Yet, the abundance of information and the
hypertext and hypermedia environment can be detrimental if not controlled or if
little guidance is provided.
Common problems that students may encounter in hypermedia environments as
the Web include difficulties in navigation and cognitive overload. The
literature provides numerous accounts of students' complaints about Web-based
learning activities, including taking too long to accomplish, getting lost, and
feeling overwhelmed (M. Bansleben [personal communication], January 30, 2002;
Lee, 1998; Osuna & Meskill, 1998). The potential source of cognitive
overload and navigational problems is the structure of the hypermedia
environment of the Internet itself. Each time students navigate from one
hyper-linked site to the next, they encounter new information within an
unfamiliar environment. In addition, there is the burden of the language that
requires learner to decode not only the different structure of the information,
but the basic vocabulary and syntax of the text itself (Chun & Plass, 2000).
When pre-screening and selecting sites and designing exploration tasks,
instructors need to pay special attention to the linguistic complexity and
cognitive processes involved in processing the instructional materials. As
pointed out above, through a clearly focused task design and carefully chosen
sites, the instructor can control the navigational scope that helps the learners
from getting lost or overwhelmed.
A
teacher-facilitated approach has the highest potential, especially with learners
at the beginning and intermediate level, or when the exploration of the selected
materials no longer requires a close intervention by the instructor to ensure
the comprehension process. Furthermore, as the open-ended structure of this type
of lesson design makes the students' answers less predictable than in a
text-specific approach, the instructor must be prepared for a wide variety of
student answers. Therefore, it is recommended that some assessment criteria be
in place to indicate how students are evaluated. Being able to estimate and
control students' time on task makes this approach well suited for short-term
assignments to be integrated in any curriculum at the intermediate level and
above.
Technological Considerations
The
development and preparation of teacher-facilitated, Internet-based lessons as
described in this approach is fairly minimal. The pre-screening and selection
process of the Internet sites may constitute the most time-consuming part, which
makes knowledge about search engines and how to use them imperative. Usually the
Web sites run by the individual American Associations of Language Teachers3
(e.g., the American Association of Teachers of French) list the most popular
search engines and a list of resources particular to their languages. As far as
technological skills are concerned, however, this makes the approach integrating
Internet-based materials the most attractive approach for the intermediate
foreign language classroom. Some experience with an HTML editing program is
required if instructions and activities are to be provided online, although most
word processors allow for the translation of a text file into an HTML document.
An alternative strategy to provide instructions and learning tasks online is to
make this information available by means of a worksheet.
One
of the drawbacks of using authentic sites is that the instructor needs to keep
track of the functionality of the links. URL addresses constantly change and
sites do disappear. Therefore, it is recommended that alternative sites be
provided, in case some sites are no longer accessible.
APPROACH 3: LEARNER-DETERMINED LESSONS
Pedagogical Perspectives
Learner-determined lessons follow an approach to integrating
Internet-based resources that is entirely learner-centered. As seen from the
examples in Appendix C, the learners determine the topics, reading materials,
and the way they go about exploring the readings themselves. They decide on the
process and the product, formulate the goals, identify Internet-based resources,
and make a decision on how the outcomes should be evaluated. In this way, the
students take on the roles of self-directed and autonomous learners, and take
full charge and responsibility for their outcomes. The teacher only gets
involved in the role of a facilitator offering support and guidance throughout
the process as much as necessary. Types of assessment may include teacher-,
self-, or group-assessment. Assessment of learner outcomes may be
teacher-directed or student-determined. Examples are short writing assignments,
essays, or mini-projects or presentations that show the students' analytical and
interpretative skills of cultural readings and texts. Students may also document
the process and stages of their projects through diaries or maintaining a
portfolio.
Internet-based projects can be carried out intensively over a short
period of time or extended over a few weeks. Generally speaking, this approach
of integrating Internet-based materials lends itself to long-term assignments
with intermediate and advanced language learners in the target language. For
integration at the beginner's level, the exploration of cultural readings may
have to take place in the students' L1.
This
approach is based on the theory of project-based learning. Its benefits have
been described at various places. For example, Stoller (1997) summarizes some of
the pedagogical advantages in the following
way:
1) Project work focuses on content learning rather than
on specific language targets. Real-world subject matter and topics of interest
to students can become central to projects.
2) Project work is student-centered, though the teacher
plays a major role in offering support and guidance throughout the process.
3) Project work is cooperative rather than competitive.
Students can work on their own, in small groups, or as a class to complete a
project, sharing resources, ideas, and expertise along the way.
4) Project work leads to the authentic integration of
skills and processing of information from varied sources, mirroring real-life
tasks.
5) Project work culminates in an end product (e.g., an
oral presentation, a poster session, a bulletin board display, a report, or a
stage performance) that can be shared with others, giving the project a real
purpose. The value of the project, however, lies not just in the final product
but also in the process of working towards the end point. Thus, project work has
both a process and product orientation, and provides students with opportunities
to focus on fluency and accuracy at different project-work stages.
6) Project work is potentially motivating, stimulating,
empowering, and challenging. It usually results in building student confidence,
self-esteem, and autonomy as well as improving students' language skills,
content learning, and cognitive abilities.
Project-oriented work embraces principles of learning that are promoted
by various theories, approaches, and philosophies of learning. For example,
project learning is in accordance with the principles of communicative language
learning (Omaggio-Hadley, 2001). Students apply their knowledge in real-life
situations by exploring authentic materials. The learning activities resemble
real-world tasks. The students strive for an end product, whose goal they
accomplish by collaborating with their peers in order to ultimately share what
they have achieved with others.
Project-oriented work also lies at the heart of autonomy in language
learning. As Holec (1981) claims, autonomy is the "ability to take charge of
one's learning" which is a skill" to be acquired by 'natural' means or in a
systematic, deliberate way." According to Holec, learners alone are responsible
for deciding what is to be learned, when, how, in what order, and by what means.
It is also their responsibility to set their own goals and measure the degree to
which they have been effective in attaining them. In other words, a
project-oriented approach provides the passage towards these goals. The students
learn about the decision-making process about topics and content, about learning
and the management of it (Legutke & Thomas, 1991).
The
major strength of this approach lies in its constructivist approach to learning.
According to Chun & Plass (2000), "Constructivist approaches to learning
advocate allowing learners not only to interact directly with information to be
learned, but also to add their own information and construct their own
relationships" (p. 160). Learning is seen as a process in which the learner is
cognitively involved in seeking answers, making generalizations, and testing the
hypotheses they have generated. By taking a major role in planning and
negotiating course content, the students become active contributors to their
language learning rather than being passive recipients of
knowledge.
An
Internet-based approach to project learning also lends itself well to the
teaching of specific skills required to conduct research. For example, Gaspar
(1998) used McKenzie's (1995) "Iterative Research Cycle" consisting of the
different stages of the research process with her advanced language students.
These stages are
*
Questioning -- Decide what information is lacking or what problem needs solving.
*
Planning -- Develop a strategy to efficiently locate valid
information.
*
Gathering -- Locate the best sources, Internet and other, and collect needed
information.
*
Sifting -- Select from what was found that information most pertinent to the
research question.
*
Synthesizing -- Sort the information into a meaningful
pattern.
*
Evaluating -- Assess progress in answering the research question, and if needed,
return to the first step in this cycle (cited in Gaspar, 1998, p. 72).
Such
an instructional practice underscores and supports the development of
higher-order thinking skills like "synthesizing" and "evaluating" which students
need when conducting research. As Gaspar (1998) notes, students must be able to
sort through the myriad of information available seeking out only that, which is
pertinent to the project at hand.
The
use of the Internet for research purposes requires a variety of searching
skills. It asks for knowledge of different search engines and how they work,
such as whether they are case sensitive or not. Furthermore, it assumes the user
has some information-seeking skills. Fidel et al. (1999) showed that being
somewhat knowledgeable of the topic being searched is necessary for learning how
to search the Web, and that being somewhat knowledgeable about Web searching is
necessary for exploring new topics. It is often assumed that, because most
adolescent learners are familiar with searching the Internet, they know how to
do so effectively. Several studies which have investigated students' searching
behavior have found that students are often lacking searching skills (Fidel, et
al.1999; Nahl & Harada, 1996; Neuman, 1993). In conclusion of their
findings, most of these researchers agree and recommend the need for formal
training in Web searching, for teachers and students alike. Fidel et al. points
to "the need for training beyond the technical competencies required for Web
searching, and thus emphasize the importance of integrating information-seeking
skills into the curriculum" (p. 34).
The
open-ended approach to exploring Internet-based resources requires language
learners to have a solid foundation in their language proficiency skills. This
makes the project-based approach most appropriate for intermediate and advanced
language learners. The exploration of such Internet-based materials or readings
is best assigned in stages on a long-term basis. Similar to a
teacher-facilitated approach, the open-ended structure of a student's product
makes the assessment process subjective and time consuming. Therefore,
assessment rubrics are recommended to indicate how a student's product is
evaluated.
Technological Considerations
The
technological skills required to implement this approach are minimal. If the
teacher is to provide guidance to his/her students on searching the Internet,
then knowledge about Web browsers, search engines and their effective use are
indispensable.
(c)
Copyright Klaus
Brandl
Language
Learning & Technology
Vol. 6, No.3, September 2002, pp.
87-107
---------------------------------------------------------------------------------------
2.- NOAM CHOMSKY: “REBEL WITHOUT A PAUSE”
Our dear SHARER Fernanda Iturralde from
Whether Noam
Chomsky, the MIT linguist and political philosopher, is " arguably the most
important intellectual alive," as the New York Times famously called him, is
perhaps for each individual to decide. But without a doubt, Chomsky is one of
the most straight-talking, committed, and hard-working dissidents of our time.
U2's Bono has called him "the rebel without a pause." A quiet but steadfast
critic of
What Americans have learnt - and not learnt - since
9/11
By
Noam Chomsky
September 11
shocked many Americans into an awareness that they had better pay much closer
attention to what the
Many
issues have been opened for discussion that were not on the agenda before. That
is all to the good.
It
is also the merest sanity, if we hope to reduce the likelihood of future
atrocities. It may be comforting for Americans to pretend that their enemies
"hate our freedoms", as President Bush stated, but it is hardly wise to ignore
the real world, which conveys different
lessons.
The
President is not the first to ask: "Why do they hate
us?"
In a staff
discussion 44 years ago, president Dwight Eisenhower described "the campaign of
hatred against us (in the Arab world), not by the governments but by the
people". His National Security Council outlined the basic argument: the
Post-September 11 surveys in the Arab world reveal that the same reasons
hold today, compounded with resentment over specific policies. Strikingly, that
is even true of privileged, Western-oriented sectors in the
region.
To cite just one
recent example, in the August 1 issue of Far Eastern Economic Review,
internationally recognised regional specialist Ahmed Rashid writes that, in
Today, Americans
do themselves few favours by choosing to believe that "they hate us" and "hate
our freedoms". On the contrary, these are people who like Americans and admire
much about the
For such reasons,
the post-September 11 rantings of Osama bin Laden - for example, about
We should also be
aware that much of the world regards
In the most sober
establishment journal, Foreign
Affairs, Samuel Huntington wrote in 1999: "While the
Such
perceptions are not changed by the fact that on September 11, for the first
time, a Western country was subjected on home soil to a horrendous terrorist
attack of a kind all too familiar to victims of Western power. The attack goes
far beyond what is sometimes called the "retail terror" of the IRA or Red
Brigade.
The
September 11 terrorism elicited harsh condemnation throughout the world and an
outpouring of sympathy for the innocent victims. But with
qualifications.
An international
The present
"campaign of hatred" in the Arab world is, of course, also fuelled by US
policies towards Israel-Palestine and
One way for the
In
Iraq, a decade of harsh sanctions under US pressure has strengthened Saddam
while leading to the death of hundreds of thousands of Iraqis - perhaps more
people "than have been slain by all so-called weapons of mass destruction
throughout history", military analysts John and Karl Mueller wrote in Foreign Affairs in
1999.
Washington's present justifications to attack Iraq have far less
credibility than when President Bush No. 1 was welcoming Saddam as an ally and a
trading partner after the Iraqi leader had committed his worst brutalities - as
in Halabja, where Iraq attacked Kurds with poison gas in 1988. At the time, the
murderer Saddam was more dangerous than he is
today.
As for a
Radical Islamist
extremists surely hope that an attack on
They
presumably also welcome the "Bush doctrine" that proclaims the right of attack
against potential threats, which are virtually limitless. The President has
announced that: "There's no telling how many wars it will take to secure freedom
in the homeland". That's true.
Threats are everywhere, even at home. The prescription for endless war
poses a far greater danger to Americans than perceived enemies do, for reasons
the terrorist organisations understand very
well.
Twenty years ago, the former head of Israeli military intelligence,
Yehoshaphat Harkabi, also a leading Arabist, made a point that still holds true.
"To offer an honourable solution to the Palestinians, respecting their right to
self-determination - that is the solution of the problem of terrorism," he said.
"When the swamp disappears, there will be no more
mosquitoes."
At the time,
Well
before September 11, it was understood that, with modern technology, the rich
and powerful would lose their near-monopoly of the means of violence and could
expect to suffer atrocities on home soil.
If
If
© Noam Chomsky.
http://www.nadir.org/nadir/initiativ/agp/free/9-11/0907Chomsky.htm
----------------------------------------------------------------------------------------
3.- A MOST EXPECTED COMEBACK
I
am sure this is going to be great news to the ELT profession in our country: our
dear old friend Oriel Villagarcía is back in the ELT arena! The most expected
comeback of an academic personality who (as I always insisted) should have never
left us and had, in fact, never really left us. Oriel who has toured our country
and neighbouring countries delivering countless talks, teaching courses,
conducting seminars, organizing and co-organizing conferences, congresses,
conventions and teachers´meetings and helping teachers to get organized for the
advancement of our profession has also taught to the many, like myself, who
pride themselves on being his friend invaluable lessons of life. Welcome back
home, Oriel!
PROFESSIONAL
DEVELOPMENT COURSE : Creating Special Moments in Teaching
May
16 and 17, 2003 co-organized by SBS and CONSUDEC
Four
workshops to find new possibilities in the teaching of English:
Jamie
Duncan and Laura Szmuch, “They’re playing our song”
Claudia
Ferradas Moi, “
Susan
Hillyard, “If Music be the Food of Love - Play On!”
Fee:
$ 20
For
further details, contact: susanab@sbs.com.ar (011) 4926 0194 or the corresponding SBS
branch in
Oriel
graduated “Magna Cum Laude” as a teacher of English from Universidad Nacional de
Tucumán. As a British Council scholar he got his Master of Arts in Applied
Linguistics from the University of Lancaster and went on to pursue post-graduate
studies at University of Texas as a Fullbright scholar. Oriel is a Co-founder of
FAAPI, the Argentine Federation of Teachers of English and has specialized in
NLP and alternative teaching methodologies.
---------------------------------------------------------------
4-
ECHOES FROM THE FIRST ANNUAL
CONFERENCE OF APPLIED DRAMA
Our
dear SHARER Alicia Lopez from the Website e-teachingonline has sent us her
review of the First
Annual Conference of Applied Drama organized by The Bs As Players which we are
very pleased to publish:
“In
the pouring rain teachers from all over the country arrived at the Santa Maria
Theatre at
The conference lasted three
days and kept the audience glued to their seats for the quality of the speakers
generated not only interest but also a participating spirit.
The lecturer to
open the sessions was renowned Nora Kreimer, a Shakespeare specialist, who
explored the role of student-actors and teacher-directors that extends the
border of the traditional classroom. She aroused the enthusiasm of the audience
with her fervour.
Celia Zubiri, the organizer of the event, came next and
among other things explained the difference between the use of drama focused on
drama activities and the use of drama on stage. The following day she explored
the use of the body as a tool to communicate,and showed non verbal actions to
communicate feelings, intentions and moods.
Patricia Gómez showed the
dramatic possibilities of story telling, an actress herself she was able to
transmit this accurately.
Marvellous Beatriz K. De Pena
Carlos Martínez was great
with puppets and their pedagogic potential and young choreographer Jose Munoz
conducted a recreative activity based on three famous musicals that delighted
the participants.
Ana M Bergel
showed the importance of music to express drama and it was fantastic to re
discover how by listening to music you can produce dialogues, stories and
scripts in the EFL classroom. Eugenia Tyroler emphasized the importance of
make-up for characterization; there were some wonderful kids on stage to prove
her words.
Roberto Vega dealt with the theatre and education, he pointed out
the power of autonomous productions to strengthen self esteem and mutual respect
among students.
The meeting was a complete success, and Celia Zubiri
deservedly radiant. This hard-working, creative and talented teacher- playwright
deserved the earned applause that closed the conference on Saturday
afternoon.
©
Alicia López. www.e-teachingonline.com.ar
In related news and following the huge
success of his presentation at the Conference, The Bs.As. Players announce a
Workshop on Movimientos y Estilos Coreográficos by Josse Muñoz to be held
at Teatro
Santamaría, Montevideo 842, Ciudad de Buenos Aires next Saturday 12th April from
9:30 to12:00 hours. Vacancies are strictly limited and will be allotted on a
first come first served basis. For additional information, please contact: The
Bs Players at Teatro Santamaría weekdays from
-------------------------------------------------------------
5.- TIPS FOR YOUR FIRST BUSINESS
CLASSES
Our
dear friend and SHARER Martha Ortigueira from Centro de
Graduados en Lenguas Vivas de la Universidad Católica
25 de abril –
Charla Gratuita en Inglés:
“Tips for your first business classes"
Dirigido a profesores y
traductores recién graduados y estudiantes de inglés que deseen adquirir pautas
generales para desempeñarse exitosamente en sus primeras clases para adultos en
empresas.
Disertante: Prof.Patricia Tanke
Paz
Profesora y Traductora
de Inglés graduada de la UCA. Actualmente trabaja como profesora en empresas,
con una experiencia de más de 20 años. Estuvo a cargo de
Lengua II en la carrera de Traductorado y Profesorado de
Inglés de la UCA. Fue profesora de Idioma I e Idioma II en la Facultad de
Arquitectura de la Universidad de Belgrano. Realizó cursos de Metodología en la
University of California, Riverside.
Cupos limitados. Se debe
realizar la inscripción previamente en Centro de Graduados en Lenguas Vivas de
la UCA. Alicia M. de Justo 1500. Edificio San Alberto Magno. P.B. Puerta
Graduados
Tel.: 4338-0775 e-mail: gralen@uca.edu.ar
--------------------------------------------------------------------------------
6.- THE PASSING OF COMMON SENSE
Our
dear SHARER and great collaborator Bethina Viale has sent us this piece which,
as she says, is worth reading:
Obituary
Today we mourn the passing of an old friend, by the name
of Common Sense.
Common Sense lived a long life but died in the
He
selflessly devoted his life to service in schools, hospitals, homes, factories
helping folks get jobs done without fanfare and
foolishness.
For decades, petty rules, silly laws, and frivolous
lawsuits held no power over Common Sense. He was credited with cultivating such
valued lessons as to know when to come in out of the rain, why the early bird
gets the worm, and that life isn't always fair.
Common Sense lived by simple, sound financial policies
(don't spend more than you earn), reliable parenting strategies (the adults are
in charge, not the kids), and it's okay to come in second. A veteran of the
Industrial Revolution, the Great Depression, and the Technological Revolution,
Common Sense survived cultural and educational trends including body piercing,
whole language, and "new math."
But his health declined when he became infected with the
"If-it-only-helps-one-person-it's-worth-it" virus. In recent decades his waning
strength proved no match for the ravages of well intentioned, but overbearing,
regulations. He watched in pain as good people became ruled by self-seeking
lawyers. His health rapidly deteriorated when schools endlessly implemented
zero-tolerance policies.
Reports of a six-year-old boy charged with sexual
harassment for kissing a classmate, a teen suspended for taking a swig of
mouthwash after lunch, and a teacher fired for reprimanding an unruly student
only worsened his condition. It declined even further when schools had to get
parental consent to administer aspirin to a student but could not inform the
parent when a female student was pregnant or wanted an
abortion.
Finally, Common Sense lost his
will to live as the Ten Commandments became Contraband, churches became
businesses, criminals received better treatment than victims, and federal judges
stuck their noses in everything from the Boy Scouts to professional sports.
Finally, when a woman, too stupid to realize that a steaming cup of coffee was
hot, was awarded a huge settlement, Common Sense threw in the
towel.
As the end neared, Common
Sense drifted in and out of logic but was kept informed of developments
regarding questionable regulations such as those for low flow toilets, rocking
chairs, and stepladders.
Common Sense was preceded in
death by his parents, Truth and Trust; his wife, Discretion; his daughter,
Responsibility; and his son, Reason. He is survived by two stepbrothers: My
Rights, and Ima Whiner. Not many attended his funeral because so few
realized he was gone.
--------------------------------------------------------------------------------
7.- PREVIEWS OF ON THE ROAD THEATRE
COMPANY.
Our
dear SHARER Ximena Faralla, Director of On the Road Theatre Company
announces:
Next
April 12th, Teachers and Heads are invited to two more of our plays
Snow White 2003
Fairy tale characters are brought back to life in this modern cocktail of
stories where the classic Witch in Snow White resorts to a witty plan for
getting money out of Lazy Dwarf. By kidnapping Snow White and collecting the
ransom, she intends to fulfil her secret wish of affording a lifting and thus
become the Fairest of them all... Classic fairy tale characters such as
Cinderella and Sleeping Beauty are ushered in this hilarious new tale, trying to
help Prince Charming in his quest for the last Princess on the list that needs
to be kissed...
Beauty and the Beast
-the
play- A new version of the classic, based on the original folk tale.
Beauty meets her Beast and a myriad of questions about values and the
humanity hidden within arise.
Both
plays written and directed by Ximena Faralla
Cast: Veronica Taylor - Lucas R. Tsolakian - Inés Vrlijack - Nicolás
Pueta - Matías Roberto
Preview: April 12th, 10 and 11:30 AM.
"The Playhouse",
Limited seats - Prior booking is required - info@ontheroadonline.com
4568-7125 - www.ontheroadonline.com
-After the shows, don´t miss our four Storytelling Sessions!
-
--------------------------------------------------------------------------------
8.- E-TEACHING ONLINE IN
APRIL
Our dear SHARERS
Patricia Salvador and Alicia Lopez
Oyhenart write to us:
Dear
Omar and Marina:
We're
contacting you with news of our April issue # 5 .These are hard times for the
world at large and teachers must keep spirits up and help students
understand.
Therefore,
we have devoted a great part of the April issue of E-teachingonline to
Easter activities as a reminder of the
rebirth of life and hope. Also we include Earth Day Craft material to remind our classes
of the need to recycle, reuse and reduce waste. We will have a PEACE update with intensely felt ideas to
be transmitted in class in the form of activities, crafts, debates, projects,
songs.
Teachers
will find the usual variety of classroom solutions and tips to increase their
potential. Beatriz K. de Pena
This issue offers
a good number of useful addresses and cool links for English
teachers.
E-teachingonline.com.ar
Thank you Omar and Marina.
Alicia
Lopez Oyhenart - Patricia Salvador
------------------------------------------------------------------------
9.- KRASHEN
LINK
Our
dear SHARER Mónica Sanín has sent us this
message:
----- Original Message -----
From: "Monica Sanin"
<msanin@sinectis.com.ar>
To: "Omar Villarreal"
<omarvillarreal@netizen.com.ar>
Sent:
Subject: Pequeño error en
Share 99
Hola Marina/Omar:
Les
cuento que en la edicion 99 de Share, hay un error. El sitio de Stephen Krashen
es www.sdkrashen.com y no skrashen como apareció
en Share.
Gracias por la información, anyway!! Está el libro completo, muy
útil para los que estamos trabajando en tesinas.
Cariños,
Mónica
Sanin
Thank you, Mónica
for your contribution. We are, needless to say, very sorry and regret the
inconvenience this might have caused. But let it be said also that from some
servers? Systems? Machines? You can access Krashen´s site both through
www.sdkrashen.com and
www.skrashen.com.
How
come? Mystery of mysteries, but we cross our hearts and promise: we are telling
you the truth. Perhaps we should ask Bernieh, our dear technology
expert.
--------------------------------------------------------------------------------
10.- TALK ON THE LANGUAGE OF
ADVERTISING
Our dear SHARER Pierre Stapley
writes to us:
Stapley Educational Services together with
Instituto Superior Particular Incorporado N° 9123 San Bartolomé and APrIR take
pleasure in inviting you to a business language talk by Pierre Stapley, which
will be given on: Friday 11th April
2003 - 18:30 - 21:00 at Colegio San Bartolomé, Tucumán 1257, Rosario
"Language & Tactics Used in
Advertising"
This talk is the first of a series aimed to look into
the language and theory used in Business. In this talk, we will look at the
clever language used by companies in advertising and also the clever tactics
they use. We will look at examples of advertisements from the following
media:
television, radio, newspaper, magazine,
leaflet.
Registration: Librería Ameghino,
Librería
SBS,
Fee: $6,00
----------------------------------------------------------------------------------------------
11.- COURSE OF TRANSLATION INTO
ENGLISH
Our dear SHARER Silvana García
"TRADUCCIÓN
AL INGLÉS: UNA NUEVA REALIDAD DE NUESTRA
PROFESIÓN”
by
Alejandra Rogante
Traductora
Técnico Científica y Literaria de Inglés (ENSLV). Profesora de Traducción II
(IESLV), Profesora de Traducción Inversa y Traducción Técnico Científica II
(ENSLV)
Temario:
Calidad del original, dificultades semánticas, léxicas y sintácticas, registro,
colocaciones, frecuencia de uso.
Se
trabajarán básicamente dos formatos de texto: informes especializados y textos
discursivos (artículos, ensayos, ponencias). Habrá tarea de traducción de
aproximadamente 600 palabras entre una clase y la otra, cuya dificultad irá
aumentando gradualmente.
Fecha:
miércoles 2, 9, 16, 23 y 30 de abril, de 9 a 12.
Arancel:$140.
Consultar descuentos para miembros de la AATI y del CTPZN. Pagos en dos
veces
Ejercicio
de traducción
El
siguiente párrafo es un fragmento del artículo titulado “El insight como clave
para el aprendizaje individual y organizacional”, que fue escrito por la Lic. S.
Haskler y que se publicó en la revista especializada en recursos humanos
C&D.
A.
Identificar las dificultades que presentará el párrafo en el momento de su
traducción en los siguientes tres planos:
1.
Plano semántico (¿Hay algún concepto difícil de comprender? ¿Necesito más
contexto para entender de qué se trata?)
2.
Plano sintáctico (¿Qué estructuras me van a resultar difíciles? ¿Por
qué?)
3.
Plano léxico (¿Hay terminología específica? ¿Cómo o dónde hallar los
equivalentes? ¿Por qué hay términos del inglés?)
B.
Una vez realizado este análisis, producir una primera versión del
texto
Durante
los últimos años, los gerentes han debido aprender –y sin duda lo hicieron muy
bien- a manejarse con un nuevo conjunto de reglas resultantes de la cambiante
estructura del mercado globalizado. La búsqueda de productividad, calidad y
velocidad produjo un enorme número de herramientas y técnicas como TQM,
reingeniería, manejo del cambio o benchmarking, que si bien condujeron a mejoras
operativas significativas, por lo general no lograron garantizar la
rentabilidad, ‘el objetivo más claro de la existencia de las organizaciones’. La
raíz de esta dificultad, según Michael Porter, es la imposibilidad de distinguir
entre eficiencia operativa (EO) y estrategia. La eficiencia operativa es, sin
lugar a dudas, un factor indiscutible en las organizaciones exitosas de hoy,
pero no suficiente para que una empresa logre un posicionamiento estratégico que
la diferencie claramente de sus competidores. Para lograr este posicionamiento
estratégico hace falta un insight organizacional.
Further information: T.P.
Silvana García
--------------------------------------------------------
Time
to say goodbye again. This week with a message from the ELT team of
“We join SHARE MAGAZINE in
their 100th Issue Celebration. We would like to congratulate you on
your ongoing effort and support in teacher development. We are certain that
SHARE will be able to light many more 'thousand candles'..."
HAVE
A WONDERFUL WEEK!
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:
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.
-------------------------------------------------------------------------------