Year 3
Number 81
September 21st
2002
__________________________________________________________
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,
Happy
Spring Day! It´s a gorgeous day here in Buenos Aires. A perfect spring day. We
are alone at home. Early this morning I drove our boys to their rendezvous
places where friends and coaches were waiting. The streets were filled with
teenagers ready to celebrate the day. Oh! those glorious secondary school days!
I was envious ( I confess). I told Omar and he said he was “more than envious”.
Now I know I am not alone to share this feeling. But can we confess that we are
both happy and proud our children have grown to be two healthy teenagers with a
lot of friends? Will they have a picnic lunch on the grass? Will
they sing “Rasguña las piedras” or “La Bamba” on the guitar? I doubt it as much
as I am sure today why Spring Day is their day. Students´Day. As proud parents
and teachers we dedicate this issue of SHARE to our own children, Martin and
Sebas, and to all our students present and past.
Love
Omar and
Marina
In SHARE
81
1.-
Intonation Acquisition.
2.-
International Phonetics List.
3.-
Holistic English Workshops.
4.-
Recent Coinages.
5.-
Good News from the Bs As Players.
6.-
20 Years of Emoticons.
7.-
On the Road.
8.-
Phonetics Seminar at Universidad Tecnológica Nacional
9.-
Writing Workshop.
10-
An e-mail from Brazil.
11-
Writing Project on-line.
12-
Brits abroad.
13-
Dr Edward De Bono and his Six Thinking Hats.
14-
Maestría en Docencia Universitaria en la UBA.
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1.- INTONATION
ACQUISITION
Our dear SHARER Maria del
Carmen Solimano wants to share this article written by Professor Steven Donahue
of Broward Community College, Florida with all of us:
Intonation
Acquistion by ESL Students: A Case Study
Intonation
is one of the most challenging topics to cover in the ESL classroom. Steven
Donahue explains that there are three aspects to the problem of intonation
pedagogy. One, there is wide disagreement over the formal description of the
English intonation system. Two, there is no ready consensus about the semantic
contribution for each posited formal description. And, three, intonation is
subject to a load factor for both native and nonnative speakers whereby many
speakers will sacrifice intonation contours when concentrating on other aspects
of communication.
For
the ESL teacher, attempting to teach subject matter that has multiple meanings
or is under-defined can be a nightmarish task. While canonical patterns may be
covered in the classroom ( Yes-No, Tag Question, Wh-question), few texts even
bother to give the ESL teacher or learner the skills necessary to produce
intonation in a communicative manner. In order to try and find a more effective
method of teaching intonation, a series of experiments were conducted in an
attempt to tease out answers to the following:
1.
Which intonation Categories do ESL students already come into the classroom
with?
2. Is there a “goodness-of-example” Prototype for each intonation
pattern in terms of gesture and facial expression?
3. Has intonation been
successfully learned by ESL students?
Formal
System
Put
simply, intonation involves the stretching of the vocal cords. When they are
stretched, the frequency or pitch is higher; when relaxed pitch is lower.
Changes in pitch can reflect changes in meaning. Some of these changes might be
lexical as in the meaning of a word, e.g., record (noun) versus record (verb).
Some might be grammatical as in signaling a question. Other changes might
reflect the mood of the speaker and signal excitement, boredom, or anger.
For
the purposes of this study, 27 intonation patterns were put into a test
instrument. Intonation patterns ranged from #1 Statement with a falling pattern
to #27 Determined (very serious) with a series of falling slides. The full
system is available for viewing at http://fs.broward.cc.fl.us/~sdonahue/diagnosis.html. The twelve main patterns responsive to
this report are described in the table on p.27.
Semantic
Contribution
For
languages of the world, there seems to be “ a near-universal distinction between
fall and rise expounding meanings at a level of abstraction higher than that
between statement and question.” (Cruttenden, 1981: 85). In this article, I will
refer to the basic level categories of intonation as Prototypes or best
examples, and I will refer higher intonation abstractions as Categories.
The
traditional, Aristotelian view of Categories holds that they are characterized
solely by the shared properties of their members. Dogs belong to the same
Category because of common characteristics such as barking, loyalty, wagging
tails, and ability to mate with other canines.
George Lakoff in “Women,
Fire, and Dangerous Things” calls the classical view of such categorization
objectivism. Objectivism is characterized by an operation that focuses on
“manipulation of abstract symbols and that these symbols get their meaning via a
correspondence with the world, objectively construed, that is, independent of
the understanding of any organism.” In other words, Categories involve
“disembodied symbol-manipulation” and not gut or intuitive interpretation. In
teaching intonation, for example, you would teach that mocking and irony
patterns belong to a Category showing unexpected highlighting of what would
otherwise be a plain fact so as to belie that fact.
The
ESL student must operate on two levels: listen for the formal pattern and
interpret the semantic significance. An intonation pattern such as “irony” would
add several layers of complexity to this basic model and would only be
understood from interlocking context, e.g., “Am I a teacher?” is a Yes-No
question, but the sudden rise on “I” would indicate irony because it is a
question that both I as the asker, and you as the listener should know. There
are layers of inconsistencies that need to be sorted out to extract meaning from
the utterance. It is an intonation meaning that rides atop the grammatical
string. As ESL teachers, we realize that the inability of being able to extract
these more complex levels of meanings (such as Categories of irony, humor,
mocking) by our students leads to misunderstandings and communication failures.
Underpinning these more complex Categories are Basic Categories or Prototypes.
William Labov demonstrated that the linguistic categorization of household items
like mugs, cups, and bowls showed that there were no clear cut lines between
what constituted, for example, a cup and a bowl by participants in the study. In
other words, some items were “better” examples of a Category than others. The
phenomena where certain items show psychologically real degrees of membership
was observed in Eleanor Rosch’s seminal experiments. These “best examples” are
called Prototypes. In terms of learning intonation, the teacher would refer to
the best example of a particular intonation pattern such as Happy is Up; Sad is
Down or Unknown is Up ; Known is Down.
The
relevant pedagogical question that must be asked for effective instruction of
intonation is : “Is a particular intonation pattern best taught by referring to
a Category or by referring to a Prototype or a combination of
both?”
In
the classical model of Categorization, we would witness the gradual emergence of
intonation by ESL speakers as they constructed those contours which defined
membership. Here, the ESL learner would contextualize native utterances that he
or she hears and by overextension eventually get closer and closer to the native
mark. Typically, ESL students overextend question intonation patterns and apply
the rising Yes-No pattern to Wh-Questions. As they master question intonation
patterns, they eventually use the rising pattern only for Yes-No questions and
abandon it for the Wh-pattern.
On
the other hand, acquisition by Prototype would be typified initially by
underextension. With overextension, the student is using one pattern to cover
two or more situations ; with underextension, they use two or more patterns to
cover a single situation. In the same manner that a first language learner’s
native Prototype might differ from a native adult’s, the second language learner
may go through an adjustment, a zeroing-in process whereby the native Prototype
is linked to the English Prototype. For example, an ESL learner may want to be
nice to someone who is doing a good job and alternately use Coaxing or Approval
intonation patterns in a seemingly random pattern during the intonation
acquisition process. With both Coaxing and
Approval
patterns, there is a Prototype of rising and falling, but the ESL student has
not yet figured out which one is semantically appropriate for a particular
context.
Load
Factor
Tied
in with interference from the second language is the concept of load factor.
Second language learners seem to learn intonation last and throw it overboard
when they get nervous. Native speakers can go monotonic when stressed as well.
On the other hand, both language groups will resort back to attitudinal
intonation when under heavy emotional load. It may be that under stress,
intonation that is acquired by Categories may be abandoned and more basic
patterns that invoke an intonation Prototype may re-emerge. Obviously, in
teaching intonation, it is important to maintain a relaxed environment. In
addition, under stress, this lack of adherence to intonation norms can lead to
painful, ambiguous, or at times, comical
misunderstandings.
Methodology
Three
tests were administered over the course of four months in conjunction with ESL
pronunciation courses. One hundred and seven students either listened to the
teacher’s live voice or the recorded test in the language lab at Broward
Community College, Florida. The test results were recorded on Scantrons or
directly from the Web site.
1.
Pretest. Twenty-seven intonation categories were put into a multiple choice
test. The teacher read the items aloud to the class.
In the pretest, which
was a pure listening test without graphics students generally got an “A”.
2.
Photo Test. A twenty-seven Category item test corresponding to the same
categories as the intonation pretest was developed. The items were read aloud by
the teacher. Here students were to couple gesture and facial expression photos
while listening to the instructor’s voice. In this “goodness-of-example” or
Prototype test, students did poorly and got between a low “C” and an “F”.
3.
Posttest. A twenty–seven Category test was developed and given to students in a
language laboratory with listening tapes.
Prior to the final posttest, many
students studied the Intonation module prepared for the course and listened to
the instructor’s accompanying tapes in the language laboratory.
Conclusion
This
study sought to determine whether an adequately described unit of English
intonation could be taught in the ESL classroom. In order to do this it was
first necessary to determine which intonation categories ESL students are coming
into the classroom with, to find any universal patterns through a
goodness-of-fit test or Prototype, and to perform a posttest to assess the
learning outcomes of the semester.
The following are the conclusions based
on the quantitative data and descriptive analysis summarized on the preceding
pages.
(1)
Generally, students are coming into the classroom with stronger falling patterns
than rising patterns. They seem equipped with the universal or Basic Categories
as outlined by Bolinger. Prototypes such as Statements, Wh-Questions, and Yes-No
as well as the Attitudinal categories of Shock, Surprise, and Determination
[Anger or Dogmatic] are apparent.
(2)
Secondly, in the “goodness-of-fit” Prototype experiments it was revealed that
there is a great deal of polysemy or multiple readings in terms of linking
expression and gesture photos to categories of intonation. A second factor here
is that the more abstract the intonation Category ( Irony) the lower the score
and the more concrete or salient (Determined) the higher the score, e.g., 11%
versus. 78%.
(3)
Next, in most cases the learning of acquisition intonation by ESL students has
been markedly shown. The declines in categories that were known by the students
before coming into the classroom are dramatic indicators of the re-aligning of
the intonation system in terms of English patterns. On the other hand, the
six-fold improvement in some Categories is strong evidence of intonation
acquisition.
(4)
In general, students seem to be equipped with intonation Prototypes that
correspond to a great degree with English counterparts. Most intonation ESL
errors in this Category seem to be from underextension of the basic Category.
However, when trying to master the unfamiliar aspects of English intonation
which are more abstract Categories, errors due to overextension
occur.
_______________________________________________________
References
Bolinger, D. (1986).
Intonation and Its Parts. Stanford, Calif.: Stanford University
Press.
Brazil, D., Coulthard, M., & Johns, C. (1980). Discourse
Intonation and Language Teaching. London: Longman.
Cruttenden, A. (1981).
“Falls and rises: meanings and universals”. J. Linguistics 17, 77-91.
Lakoff, G. (1987). Women, Fire, and Dangerous Things. Chicago, Ill.:
University of Chicago Press.
Lakoff, G.& Johnson, M.(1980). Metaphors
We Live By. Chicago, Ill.: University of Chicago Press.
Rosch,Eleanor
(Eleanor Heider). 1973. “Natural Categories”. Cognitive Psychology
4:328-50.
Taylor, J.R. (1989). Linguistic Categorization. Oxford: Oxford
University Press.
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2.-
INTERNATIONAL PHONETICS LIST
You are invited to join
PHONETICS, an international discussion list with over 200 subscribers in more than 30
countries. PHONETICS is a good place to
ask any kind of question you have about phonetics, to discuss phonetics-related issues, and to network
with others who share an interest in phonetics.
To join, enter your e-mail address in
the subscription box field at:
http://www.topica.com/lists/phonetics/,
where you will also find a list
description; or send a blank email to phonetics-subscribe@topica.com.
There
is also a sign-up box at:
http://ccms.ntu.edu.tw/~karchung/phon1index.htm.
You will receive list owner approval
shortly after submitting your
subscription
request.
In addition to being a
general discussion forum for those
who teach or work in phonetics-related fields, the PHONETICS list was also
originally intended for *students* studying at all levels of phonetics.
PHONETICS is a place to ask any kind of phonetics question at all – the only 'stupid' question is one that isn't
asked! - or to bring up any
phonetics-related topic to discuss with interested subscribers - now
over 200, living in more than 30
countries around the world. Discussion lists like PHONETICS can be a valuable
resource in stimulating student interest
and motivation in a subject, and they create a sense of community –
in addition to being a handy place
to go for help in a pinch. There are many
outstanding phoneticians (if you are one and are not subscribed, you're
invited too!) on the list
who can give of their knowledge and experience, as well as speakers of a large variety of
languages who can offer you firsthand information about phonetic data.
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3.- HOLISTIC
ENGLISH WORKSHOPS
Our
dear friend and SHARER Maria Marta Suarez sends this
invitation:
ALL
Workshops
Why
English for Babies?
September
28 from 10.00 to 11.30 Hs
Find
out how babies are learning English as a foreign language and how you can join
this network of teachers who are exploiting the huge learning potential of the
first years of life.
A
Holistic Class
September
28 from 11.30 to 13.00 Hs
Join
us, play the role of the learner and experience the holistic accelerated
learning methodology which gives teachers the tools to teach the whole of the
language to the whole of the learner in 48 hours!
Lecturer:
María Marta Suárez
Fees:
$15 for both workshops
Venue:
IACA, Holistic English Institute. Billinghurst 1741 Buenos Aires. Phone:
011-4821-0280. alltraining@iacainternational.com / www.iacainternational.com
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4.- RECENT
COINAGES
Our great friend and SHARER
Bernardo Banega, the unmistakable Bernieh, sends us a handful of recent coinages
from the world of on-line advertising. Will they ever make it to the
dictionaries:
ADVERGAMING This is an advertising technique in which
the detailed product information is embedded in a computer game played online,
designed to actively engage the player with the marketing message. It's aimed at
young people in particular, a demographic group that is otherwise hard to reach.
These games often capture information about the players which can be used in
follow-up campaigns.
ADVERTAINMENT This is marketing-speak for
television adverts that are designed to be entertaining or funny, with the
placement of the product played down. Some have been created by Hollywood
directors such as the Coen Brothers or Spike Lee. There is now even a
video-on-demand channel in the US on which you can watch your
favourites.
POP-UNDER This is a common term for a type of
advertising window that appears on your screen when you visit or leave a site.
Unlike the older pop-ups, which are extra windows that appear in front of the
one you are trying to look at, pop-unders appear behind it, so you often only
notice them when you close the main browser window.
SHOHSKELE This
is the trade name for those annoying little images you sometimes see drifting
across your computer screen and which interfere with your viewing the Web page
underneath. It belongs to United Virtualities, who say it was named after the
middle daughter of the company founder. In April they announced another
technology,
Ooqa Ooqa (which daughter is that named after?), which changes
your browser's toolbar in response to any Web ad you click on.
SKYSCRAPER
AD Unlike the more common banner ads, which are bars placed across a Web
page, these are advertisements that appear as vertical bars, typically down the
right-hand side of the visible area, often containing snazzy Flash animations
and other tricks.Sometimes also called tower ads.
STREAMIES This is
a collective term for people who view or listen to streaming video or audio over
the Internet - sources such as online radio stations, webcast films and the
like. The term seems to have been around online for a couple of years and
occasionally turns up in newspaper articles, though it's mainly a jargon term
in
limited circulation within the online advertising
world.
World Wide Words is
copyright (c) Michael Quinion 2002.
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5.- GOOD NEWS FROM THE
BS.AS.PLAYERS
The Bs. As. Players invite
you to our last tour 2002 in Lomas de Zamora
Date: October, Thursday
17th
Theatre:
Teatro del Colegio Inmaculada Concepción, Boedo 265
2:00 pm: Peter Pan, The King
of Neverland, musical comedy for EGB1. $4
4:00 pm: Frankenstein, a
defrosted truth, musical comedy for EGB2. $5
8:00 pm: Butterflies are
Free (by L. Gershe), comedy for advanced students. $6
During
September and October you can also see “Butterflies are Free” every Tuesday at
8:00 p.m . at Teatro Santamaría (Montevideo 842)
Reservations, doubts,
comments,etc.: 011-4812-5307 / 4814-5455,
e-mail: thebap@arnet.com.ar or thebap@thebsasplayers.com
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6.- 20 YEARS OF
EMOTICONS
Our dear SHARER
Carlos Mazzochi from Longchamps sends us this article to mark the
20th anniversary of emoticons:
Emoticons
On the twentieth
anniversary of : ), read our guide to the history of smiley language
by Sam
Mohun
Thursday September 19, 2002 - The Guardian
http://www.guardian.co.uk/Print/0,3858,4504528,00.html
1. Twenty years ago today a computer scientist from the Carnegie Mellon
University, Pittsburgh, USA named[1] Scott Fahlman first suggested the use of
a[2] smiley, or emoticon, as a way of expressing sarcasm of irony in emails to
the humourously challenged. ;-)
2. Fahlman's September 19 1982[3] message
posted on a university message board has gone down in internet folklore as the
year zero of smiley language. :-)
3. Fahlman explains the origins of the
emoticon in his [4]smiley lore.The emoticon has become so popular that an
[5]Emoticon News Bureau has been created to monitor events in the world of the
smiley. :~/
4. Yet despite this momentous invention, Fahlman has [6]never
made a penny from it. He did not realise what a popular new language he had
invented on that September day, he never thought to patent it or even to keep a
record of the day himself. :-(
5. However, a debate has arisen over
whether Fahlman is the true inventor of the smiley. According to the [7]Internet
Tip's brief history of the smiley, a man called Kevin MacKenzie sent the first
smiley in an email on April 12 1979. His emoticon was the symbol -) meaning
"tongue in cheek". 8-]
6. No matter who invented it, the [8]Hacker's
Dictionary describes the emoticon as a vital way to prevent misunderstandings
between hackers that could lead to arguments and [9]flame wars! :-0
7.
Smileys have evolved so far that they are now used in everyday [10]internet
conversations along with other abbreviations such as lol and brb. The [11]Newbie
Profile provides a useful, if somewhat confusing guide to using smileys in
messages. 8~/
8. In March 1993 O'Reilly & Sanderson published a
93-page emoticon dictionary by [12]David Sanderson. This has become the bible of
emoticon users but is rapidly becoming out of date. The [13]Smiley Dictionary is
just one of hundreds of internet dictionaries that detail the many uses of the
smiley. :-P
9. Not everyone is so taken with smileys though. [14]Penn
Jillette, the American comedian and magician, described the smiley as "the
hateful :-) which means 'just kidding' and is used by people who would dot their
i's with little circles and should have their eyes dotted with Drano".
Neal
Stephenson is another smiley-hater and has been credited with founding the
canonical anti-smiley screed. :-@
10. Among the more obscure smileys are:
=):-) [15]Uncle Sam, +-(:-) [16]The Pope, %-~ [17]Pablo Picasso, 7:-) [18]Ronald
Reagan and 2:-) [19]Elvis. 8-)
References
1. http://www-2.cs.cmu.edu/~sef/
2. http://www.guardian.co.uk/uk_news/story/0,3604,400686,00.html
3. http://research.microsoft.com/~mbj/Smiley/Smiley.html
4. http://www-2.cs.cmu.edu/~sef/sefSmiley.htm
5. http://govschl.ndsu.nodak.edu/~jodchris/luce/emoticons.html
6. http://www.businessweek.com/bwdaily/dnflash/apr2001/nf20010423_785.htm
7. http://www.internet-tips.net/Emoticons/
8. http://www.drbbs.com/jsw/jargon/jargon_20.html
9. http://www.drbbs.com/jsw/jargon/jargon_21.html#TAG706
10. http://flamebyrd.digitalrice.com/quotes/smiley.html
11. http://tgos.org/newbie/reading5.html
12. http://www.oreilly.com/catalog/smileys/author.html
13. http://www.smileydictionary.com/
14. http://www.self-gov.org/jillette.html
15. http://www.uncle-sam.com/
16. http://www.catholic.net/RCC/POPE/Pope.html
17. http://www.artcyclopedia.com/artists/picasso_pablo.html
18. http://www.reaganfoundation.org/
19. http://www.elvis.com/
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7.- ON THE ROAD
Our
dear SHARER Ximena Faralla writes to introduce her theatre company “On the Road”
to all the SHARERS:
On
the Road is a theatre company which provides students and teachers with lively
and appealing plays in English for entertainment on an easy-going educational
basis.
Our
plays have been originally written or adapted to arouse students´ creativity and
trigger potential pointers for language learning through contextualization and
enjoyment. Written on a multitarget level, On the Road plays assert that through
a whole use of the senses children, regardless of their age, can understand and
enjoy any story.
On
the Road Theatre Company brings the magic of theatre to your school. Each show
is tailor-made to suit the needs and adapt to the facilities of each school,
from a professional theatre stage to the very
classroom.
Our
Shows this year are "SNOW WHITE 2002" and "DRACULA?". Both mostly enjoyed by 6
year olds and up.
We
also hold Storytelling Sessions at your school. Storytelling is the art of
taking printed words and giving them life. Sharing and creating a common
experience in storytelling aids in the development of children's ability to
interpret events beyond their immediate experience. Their world view is expanded
through story experiences in a non-threatening and loving atmosphere.
A
fantastic tool which develops listening skills and a positive attitude for reading, storytelling is an excellent
means of introducing children to the wonderful world of books. It may aid in
development of an ethical value system and it may help them appreciate their own
cultural heritage, as well as the heritage of others. Excellent resource as a
cross-curricular activity, it also aids in vocabulary development while it
entertains and amuses the child.
Our
proposal is to aid the teacher in the classroom by bringing classical characters
to tell either stories which are being worked in the classroom or extra stories
which will amuse and entertain the students.
We
are currently offering our BEAUTY AND THE BEAST session for Kindergarten and 1st
formers. Consult us on our special CUSTOM MADE service!
All
shows and Storytelling Sessions are written and directed by Ximena Faralla. Ms
Faralla has been a teacher for over fifteen years and an actress for nearly
twenty. Ximena has run Drama Workshops for children since 1994 writing and
directing her own plays customised to the groups interests and needs.
www.ontheroadonline.com 4568-7125 info@ontheroadonline.com
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9.-
PHONETICS SEMINAR AT UNIVERSIDAD TECNOLÓGICA NACIONAL
Our
dear SHARER Alejandra Jaime from English and Fun announces:
Universidad
Tecnológica Nacional
English
& Fun
Kensington Schools of English Anglia Examination Syndicate
Invite
you to the following seminar for ELT Teachers and Trainee Teachers:
The
Diversity of Accents within the English Language
Spot
the major pronunciation features of Estuary English, General American and the Australian Model
.
All
ESL/EFL teachers should become aware of the most recent changes affecting the
pronunciation of English, regardless of the model they follow !
Get
a few teaching ideas to fully exploit these changes in the classroom !
by
Christian W. Kunz
Christian Kunz is an EFL teacher, teacher trainer and Director of Studies
at Kensington Schools of English, Buenos Aires. He has also taught ESL/EFL in
the UK and Australia,and has recently run workshops for EFL teachers in Holland.
He has been lecturing on ESL/EFL Methodology and Advanced Language for
teachers all over Argentina since 1997. He has been involved with the Anglia
Examinations Syndicate Testing Services since 1996, and was appointed their
Academic Representative in South America in 1997. He holds the Cambridge/RSA
Cert./Dip.ELTA. His main interests are "Evolution and Change in Spoken English",
"Diversities of English Accents" and "ESL/EFL Teaching
Resources".
Saturday, October 5 - 09.30 a.m. - 01.00 p.m. at Universidad Tecnológica Nacional -
Av
Triunvirato 3174 – Auditorium 2nd floor - Ciudad de Buenos
Aires
Registration:
English
& Fun : (011) 4957 - 5285 // info@welcometoenglishandfun.com
Kensington
Schools of English : (011) 4243-3589 // kensangliarep@infovia.com.ar
UTN
: cic@inspt.utn.edu.ar
Fee
: $ 3 (three pesos) - Certificates
of attendance will be issued.
www.welcometoenglishandfun.com
/ www.chichester.ac.uk/anglia
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9.- WRITING
WORKSHOP
Our dear
friend and SHARER Susan Hillyard announces the second of her successful writing
workshops:
Write
On Two!
An
interactive workshop, exploring pathways to find our own and our students'
creative selves. (This is a follow up to the workshop held on Saturday 31st
August, but newcomers are welcome.)
Topics: What is creativity? How do we find
it? How do we start the process of
creative writing within ourselves and within learners
?
We'll
work on changing perceptions, raising awareness of "well-being", finding our
creative selves, writing creatively, having fun together, inspiring each other
and laughing together in a safe and unthreatening atmosphere. Participants will
leave with lots of ideas and techniques to use at home and in the classroom the
following week.
Hosted by Susan Hillyard
Saturday,
28th September 2002. 9:00 AM to 12 noon
at:
The Auditorium - Wellspring School - Las Camelias 3883 -Del
Viso
$10
Please reserve your place on: 02320-470448/473069
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10.- AN E-MAIL FROM
BRAZIL
Our
dear SHARER Lucianne Krauser from
Curitiba, Brazil sent us this mail. We would like to encourage our dear SHARERS
to get in contact with her directly at her own e.mail address
lkrauser@onda.com.br
or
through us at share@netizen.com.ar
Dear
Omar and Marina
My
name is Luciane Krauser. I am a physically disabled person, I have cerebral
palsy and I am a wheelchair user. I graduated in English 5 years ago and
when I entered in college my idea was to work as a translator. However, after
some time I realised I did not fit in the profession. Therefore, I decided to
become a teacher in spite of all the difficulties I would have to overcome. I'd
like to contact other SHARERS who work with Learners with Special
Needs. I am especially interested in knowing more about strategies to
"compensate" for my physical limitations.
I
also would like to contact SHARERS who work as private teachers. I'm planning to
work as a private teacher, however, this is a very demanding task and it
would be wonderful to learn from more experienced colleagues.
Sincerely,
Luciane
Krauser
Curitiba
- Parana – Brazil - e-mail: lkrauser@onda.com.br
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11.- WRITING
PROJECT ON-LINE
Do you want to improve your
writing skills? Do you want your students to engage in a computer-assisted
language learning project? Here´s some good news from Finland:
You and all others
(teachers with classes and individual students) can participate in the online
DiscussIt courses that I have been organising globally free of charge for years.
At the moment there are two courses running, the International Writing
Exchange(IWE) with two groups, advanced and intermediate, and the new Technical
Writing Exchange (TWE) with a group for upper intermediate to advanced level
students only. The courses are run in six-week modules.
For more details,
see the course handouts:
http://www.ruthvilmi.net/hut/Current/iwe.php
and
http://www.ruthvilmi.net/hut/Current/twe.php
Ruth Vilmi Ruth.Vilmi@writeit.fi / www.ruthvilmi.net
Finland
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12.- BRITS ABROAD
Our
dear SHARERS from the Hellen Keller Institute in Bahía Blanca writes to
us:
The
Helen Keller Institute cordially invites you to:
BRITS
ABROAD!
on
Saturday 5 October - 11.00 to 13.00 hrs
Even
the polite, formal and well-behaved British let their hair down on holiday - the
men let their shorts down and the girls lift their tops up too. Try to escape on
your lilo as you witness an invasion of Brits holidaying
abroad.
This
self-contained workshop has been designed for teachers of English, Profesorado
students and advanced level students of the language.
Presenter:
Jeremy Goodchild from London.
Venue:
HK Institute, Necochea 354, Bahía Blanca, tel. 482
1468
Fee:
$12 for APIBB & SEA members, Profesorado & HK students, state school
teachers & group bookings of more than four people. $15 for all
others.
Certificates
of attendance will be issued.
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13.- DR. EDWARD DE BONO AND HIS SIX THINKING
HATS
Our dear SHARER Marisa Da Cunha sends us this
invitation:
Siguiendo
con el entrenamiento y aplicación de su teoría “Aprender a pensar”, el Dr.
Edward de Bono dictará un seminario gratuito llamado "Un aula para pensar, un
propuesta diferente” el 24 de setiembre a las 18:00 horas en el Colegio
Eccleston (Sede Lanús) 25 de Mayo 793. El temario será: “Lecciones Cort” y “Seis
Sombreros para pensar”. Para informes e inscripción comunicarse al 4243-1863 /
4241-0729 (vacantes limitadas).
------------------------------------------------------------------------------------------------
14.- MAESTRÍA EN DOCENCIA UNIVERSITARIA EN LA
UBA
Curso Introductorio a la
Maestría en Docencia Universitaria.
Del
26 de setiembre al 28 de noviembre de 2002, en la Facultad de Filosofía y
Letras
de la UBA se dictará un Curso Introductorio
a la Maestría en Docencia Universitaria.
El objetivo es difundir
la oferta de formación en Posgrado que significa la Maestría e informar sobre
sus contenidos y actividades que desarrollarán los diversos
Núcleos Problemáticos. Los distintos módulos serán dictados
por Elisa Lucarelli, Norberto Fernández
Lamarra, Pedro Krotsch, María Teresa Sirvent y Marta Souto.
Las
clases -que no serán aranceladas- se desarrollarán cada dos semanas
los jueves en el horario de 18 a 21 hs, a partir del 26
de setiembre y hasta el 28 de
noviembre.
Para
participar de esta actividad deberán inscribirse en la
Secretaría de Posgrado de la Facultad de Filosofía y Letras,
Puan 430, de 13 a 19 hs. Para mayor información:
4432-0606 Int 189.
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Today (and most befitting the
change of season) we will say goodbye with a poem about spring and love that our
dear SHARER María Martha Espíndola mamaesp@isparm.edu.ar from Misiones
has sent
us. Maria Martha wrote it herself in 2000 and now shares it with all of us:
After
Autumn
The
wind beats ceaselessly upon my face.
The
air is filled with your memory.
Spring
is here and yet
I
cannot find the strength I used to have
It
seems to me that nothing
can
bring back the time
We
never had,
The
kisses we never gave
The
hours of love we never had together
And
When I see them walking hand by hand
I
figure what it could have been and never was
And
again you are here.
And
again you are not.
HAVE A WONDERFUL WEEK
!
Omar and
Marina.
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