Year 3
Number 82
September 29th
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,
We
are very happy. As the week began news from the FAPPI Congress started pouring
into our mailbox as hundreds of fellow teachers and SHARERS returned to their
provinces from Córdoba. A huge success!! Given the present circumstances
probably one of the biggest FAPPI´s ever ( we know there were bigger FAAPI´s
but we were __or thought __we were all much better off then).
Many
SHARERS wrote asking why Marina and I had not been there. There was only one
reason for that: we counted on the financial support of a research institution
which finally did not materialize and as in many a home things are rather tough
this year.
We
have not had a holiday for three years now and we decided to save the money for
a short holiday we and the boys could enjoy. This is the plain truth.
It
might sound too much of a commonplace but “our hearts were there” with all our
fellow teachers.
Our
heartfelt congratulations to Asociación Cordobesa de Profesores de
Inglés and to the Organizing Committee for having given the ELT community in
Argentina a high- quality FAAPI!
Let
us all make a much bigger FAAPI next year!
The
following is a message that our dear SHARER the president of ACPI sent us:
Estimados Omar y
Marina:
Nuevamente la Comisión Organizadora de FAAPI 2002 quiere agradecerles
la difusión que le dan al Congreso.
Uds. tienen una muy amplia llegada y le han dado una divulgación verdaderamente
importante. En estos tiempos de crisis toda ayuda se aprecia en
profundidad.
Saludos cordiales
Alicia
Alicia I. Pérez de
Pereyra
Presidente ACPI
Thank
you Alicia. FAAPI is our home as it is to all the teachers of English in
this country and as such it will always have our unrestrained support.
Love
Omar and
Marina
In SHARE
82
1.-
Flexibility in Teacher Education.
2.-
The Access Certificate in ELT.
3.-
Red Marbles.
4.-
Cooked.
5.-
Working and Studying Abroad.
6.-
Our Children and the Media in a Digital Age.
7.-
Research Query.
8.-
Taller de Oratoria at UTN.
9.-
Teaching position in China.
10-
The Cambridge Primary Seminar.
11-
News from APIBA.
12-
To
a Teenage Son.
13-
Courses for Translators and Interpreters.
14-
Workshop on Generating Rapport.
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1.- FLEXIBILITY
IN TEACHER EDUCATION
Our
dear Silvina
Requejo from 37 Warren Road School of English sent us this article
written
by Jeremy Harmer. Jeremy Harmer is probably one of the most popular teacher
trainers and authors in our field. Among
his many books are “How to Teach English” and “The Practice of English Language
Teaching” both published by Longman. He is the general editor of the Longman
methodology series, and hosts the ELT Forum teacher development website
<www.eltforum.com>.
Achieving
flexibility in teacher education and development
Jeremy
Harmer
Introduction
The
goal of many teacher educators is to provide training and development which is
useful and accessible to as many people as possible. To this end courses are run
by a large range of educational institutions in and around the world at
pre-graduate, undergraduate, and post-graduate levels. Large schools and
institutes also regularly offer ongoing teacher development to their staff, and
in some cases the staff themselves have organised their own sessions to enable
each other to think through development issues in teaching and
learning.
The
only real problem with any of these schemes is accessibility. However good a
course is, it will have no effect on people who either can't afford it or can't
get to it (because of the cost or efficiency of travelling, for example). There
is no point, either, in organising development sessions if the teacher can't
give up the time during the day or are otherwise prevented from
attending.
What
we need, therefore, are alternatives to the established training courses and
formal development programmes that are offered - alternatives that cater for
different candidate priorities and circumstances, and which offer previously
unavailable flexibility. The following two case studies describe projects which
have tried to achieve precisely these aims.
Two
Case Studies
Case
study 1: The Access Certificate in ELT (ACE)
When
Richard West and his colleagues at the University of Manchester joined forces
with Pitman Qualifications they were concerned to see if they could provide a
kind of teacher training that was especially appropriate for use outside the UK,
in situations where the cost of such training was a key issue. They also wished
to offer candidates the greatest flexibility in how they could take the test
and, just as importantly, study for it.
Teacher
training is an expensive business! First there are the trainers (the trainer:
trainee:ratio generally favours the trainee far more than the teacher:student
ratio in a language class does), and then, crucially, the practical observers
and assessors. There are classrooms
to light and heat (or cool down), and the need for other groups and teachers to
observe. Then there are exams to administer, and certificates to be issued. It
is not surprising that the price of training courses for the individual is often
high since the institutions that run them have to meet their costs
somehow!
Another
problem which concerned the designers of ACE is that many working teachers often
find it difficult to give up large stretches of time for a training
course.
What
was needed, therefore, was a course which could cut down costs for both provider
and user, and which would offer flexibility for teachers and would-be teachers
in a number of different circumstances. The ACE qualification is designed for
just such eventualities and geared towards situations where not too much is
necessarily available in the way of resources. It is specifically aimed at
teachers working in the outer and expanding circles of Kachru's world English
map (see Kachru 1985). Like all teaching qualifications which measure teaching
ability and knowledge it has a theoretical component as well as the assessment
of practical teaching, but the way in which these two components are offered and
assessed gives the scheme its unique characteristics.
The
driving test
When
looking around for other training models, the ACE developers considered the test
which drivers have to take in the UK in order to get a licence. This involves a
practical session (where the candidate has to demonstrate his or her skill on
the streets, doing three-point turns, hill starts, emergency stops and so on -
the practical equivalent, perhaps, of many teaching skills!) and, separately, a
theory test. This test, for UK drivers, is taken on a computer, and can be done
at a different time from the practical test. It is based on multiple choice questions
randomly selected from a large question bank which the test makers have at their
disposal.
What
was especially attractive to the ACE test designers was the fact that learner
drivers did not have to do the theory and the practical test on the same day/at
the same time. On the contrary they could get the theory component of their
driving exam out of the way before they faced an examiner on the road, so that
once the theory test has been passed they only need to concentrate on their
practical skills.
This,
therefore, has become a central feature of the ACE test. At the moment (but see
'The future' below) the tests are available four times a year. Candidates can
either study in their own school, at a school in their area or in self-study
mode. The extensive study notes and exercises which accompany the set text
(Harmer 1998) make this a very real possibility. Schools and individuals
therefore have a wide range of possibilities for the manner in which they study
towards the theory component of the test.
Film
& video
When
considering the problem of observation (both of and by trainees), the ACE
scheme's designers looked at a piece of technology which has been readily
available for decades and which is used already in teacher training - the video.
It is always interesting to watch a film of ourselves teaching: we learn things
about how we sound and look that even the most reflective among us are sometimes
unaware of. Videos have been used for some time as standardization tools, too,
so that assessors from many different areas can all watch the same lesson and
come to general agreement about standards and grades.
The
ACE designers recognised the standardization benefits of filmed lessons.
Potential trainers and observers could watch lesson videos and have their
suitability assessed based on their responses to what they saw. Furthermore
candidates for the ACE exam could in future have their classes videoed as an
alternative to face-to-face observation. That way, a visiting verifier can get a
clear idea of how things are going without having to attend a large number of
classes in person.
The
role of the Verifier is crucial. It is his or her job to visit candidates and
schools where ACE training is taking place, to ensure that standards are being
upheld. These visits do not need to be protracted, but provide the necessary
quality check to make sure the ACE qualification maintains its credibility in
the various places where it is administered.
The
future
As
this article is being written, the designers of the ACE test are working on ways
of expanding and improving its flexibility - a key principle on which the test
is based. And this is where technology comes into play. In the future candidates
will be able to take the theory test at a computer keyboard. Each test will be
randomly generated from the previously validated question bank. Such validation
ensures the reliability of the test.
A
major advantage of randomly selected items from an item bank is that the test
can be taken at any time and so issues of security and dates which govern the
lives of large public examining bodies in different circumstances no longer need
apply. The test can be taken at an approved school by anyone at any time
provided the school has access to suitable computer equipment. And because of
the test software, a test once started will only last for a set period of time
(e.g. 60 minutes), thus getting around round the danger of
cheating.
The
Access Certificate in ELT splits the components of the courses to prepare for it
into two parts: it is the theory component that ends up with the computer-based
test. And because of the software, candidates can be given their results almost
immediately and, if unsuccessful, can be guided to the parts of the syllabus
they need to revisit.
The
ACE exam was piloted, initially, in Zimbabwe and Mozambique. Since then it has
been used with success in Malaysia, Malta, Hungary, Japan and South Africa
amongst other countries, and in particular is now beginning to make a big
impression in Brazil.
Case
study 2: ELT Forum
When
I wanted to provide material for teacher development - that is for teachers with
some experience who wanted to expand their knowledge and understanding - I was
lucky enough to get support from Pearson Education for a project which aims to
provide a solution for teachers in particular
situations.
Most
teachers subscribe to the idea that continual development as professionals is a
desirable ideal. People who are continually learning make better educators;
people who are continually learning seem to stay more alive and engaged than
those who have 'shut down'!
The
best ways for teachers to develop are through training courses (such as The
Access Certificate), degrees of various kinds (such as those offered by the
University of Manchester amongst
others), attendance at conferences, the establishment of teacher development groups, and the
reading of a large range of magazines, journals and methodology
books.
Yet
what if teacher cannot attend course for some reason? How many can afford the
time or money to go to conferences? Subscribing to one magazine may be possible,
but it gets less easy to keep up to date with four or five, and in many schools
magazines are not available. Whilst it is fairly easy for some teachers to get
together, for others it is not. Some libraries are better stocked than
others.
Old
technology had little to offer teachers who suffered these development
'deficits', but the modern world has solutions a-plenty. The one I opted for was
the Internet, so that users who come to the ELT Forum get a new development
topic each month (e.g. correction, learner autonomy, the roles of the teacher,
teacher development etc). After reading a few introductory remarks to set the
scene they can download 'teacher development packs' which have articles on the
topic from a range of methodology books and journals. Each article or extract is
preceded by pre-reading tasks, and followed by follow-up activities. In this way
users get an instantly available broad view of the topic under
discussion.
When
they have read through the development packs they can join various guest
'speakers' for a live Internet-based forum where the month's topic is discussed.
All previous topics are archived, and there are bibliographies by
subject.
There
is nothing special about such a package, of course. It is what happens in
universities and teacher training institutions all over the world. Now, however,
you can go to where such material is offered even if you can't get there
physically or economically.
Conclusions
Both
in terms of technology and test design, there is a growing awareness that
solutions can and should be found to problems of expense and accessibility, not
only for practising teachers but also for candidates wishing to achieve needed
qualifications and improve their teaching knowledge and practical skills. The
ACE scheme - and in a smaller way, the ELT Forum - both have at their core a
desire to offer workable alternatives to familiar practices for exactly these
reasons, so that an even greater number of trainees and teachers than before are
catered for.
___________________________________________________
References
Harmer, J (1998) How to Teach
English. Pearson Education Ltd
Kachru,
B (1985)
'Standards, codification and sociolinguistic realism: the English
language in the outer circle'. In Quirk & Widdowson (eds) English
in the world: Teaching and Learning the Language and Literatures .Cambridge
University Press in association with the British Council
---------------------------------------------------------------------------------------------
2.- THE ACCESS CERTIFICATE IN
ELT
The
Access Certificate in ELT (ACE) is run by City & Guilds for Pitman
Qualifications.
Candidates
who complete ACE successfully may apply for entry to the University of
Manchester, Bachelor of Arts Degree in English Language Teaching (BA ELT) or a
Maters Degree (MA ELT) if they already have a first degree. ACE consists of
2 modules supported by distance learning material: a) Foundations of English
Language Teaching (computer-based multiple choice examination) and b) Supervised
Teaching Practice. The assessment is in two parts: 1) a portfolio of coursework
produced by each candidate and 2) assessor observation of teaching practice.
Further
information from:
37
Warren Road School of English
Sole
Representative of Pitman Qualifications-City & Guilds,
UK
Mrs.
Silvina Requejo - Local Examinations Secretary
Rosario
531 Capital.Tel./Fax.: 4901-0967/3381 E-mail: 37warrenroad@ciudad.com.ar
----------------------------------------------------------------------------------------
3.- RED MARBLES
Our
dear friend and SHARER Alicia Nasca from San Miguel de Tucumán sends us this
touching story to share with all of you:
|
During
the waning years of the depression in a small southeastern Idaho
community, I used to stop by Mr. Miller's roadside stand for farm-fresh
produce as the season made it available. Food and money were still
extremely scarce and bartering was used,
extensively. One
particular day Mr. Miller was bagging some early potatoes for me. I
noticed a small boy, delicate of bone and feature, ragged but clean,
hungrily apprising a basket of freshly picked green peas. I paid for my
potatoes but was also drawn to the display of fresh green peas. I am a
pushover for creamed peas and new potatoes.Pondering the peas, I couldn't
help overhearing the conversation between Mr.
Miller and the ragged boy next to me. "Hello
Barry, how are you today?" "H'lo,
Mr. Miller. Fine, thank ya. Jus' admirin' them peas ... sure look
good." "They
are good, Barry. How's your Ma?" "Fine.
Gittin' stronger alla' time." "Good.
Anything I can help you with?" "No,
Sir. Jus' admirin' them peas." "Would
you like to take some home?" "No,
Sir. Got nuthin' to pay for 'em with." "Well,
what have you to trade me for some of those
peas?" "All
I got's my prize marble here." "Is
that right? Let me see it." "Here
'tis. She's a dandy." "I
can see that. Hmmmm, only thing is this one is blue and I sort of go for
red. Do you have a red one like this at home?" "Not
'zackley .....but, almost." "Tell
you what. Take this sack of peas home with you and next trip this way let
me look at that red marble." "Sure
will. Thanks, Mr. Miller." Mrs.
Miller, who had been standing nearby, came over to help me. With a smile
she said: "There are two other boys like him in our community, all three
are in very poor circumstances. Jim just loves to bargain with them for
peas, apples, tomatoes or whatever. When they come back with their red
marbles, and they always do, he decides he doesn't like red after all and
he sends them home with a bag of produce for a green marble or an orange
one, perhaps." I
left the stand, smiling to myself, impressed with this man. A short time
later I moved to Colorado but I never forgot the story of this man, the
boys and their bartering. Several years went by each more rapid than the
previous one. Just
recently I had occasion to visit some old friends in that Idaho community
and while I was there learned that Mr. Miller had died. They were having
his viewing that evening and knowing my friends wanted to go, I agreed to
accompany them. Upon
our arrival at the mortuary we fell into line to meet the relatives of the
deceased and to offer whatever words of comfort we could. Ahead of us in
line were three young men. One was in an army uniform and the other two
wore nice haircuts, dark suits and white shirts ... very professional
looking. They
approached Mrs. Miller, standing smiling and composed, by her husband's
casket. Each of the young men hugged her, kissed her on the cheek, spoke
briefly with her and moved on to the casket. Her
misty light blue eyes followed them as, one by one, each young man stopped
briefly and placed his own warm hand over the cold pale hand in the
casket. Each left the mortuary, awkwardly, wiping his
eyes. Our
turn came to meet Mrs. Miller. I told her who I was and mentioned the
story she had told me about the marbles. Eyes glistening she took my hand
and led me to the casket. "Those
three young men, who just left, were the boys I told you about.They just
told me how they appreciated the things Jim "traded" them.Now, at last,
when Jim could not change his mind about color or size...they came to pay
their debt. "We've never had a great deal of the wealth of this world,"
she confided, "but, right now, Jim would consider himself the richest man
in Idaho." With
loving gentleness she lifted the lifeless fingers of her deceased husband.
Resting underneath were three, magnificently shiny, red
marbles. Moral:
We will not be remembered by our words, but by our kind deeds.Life is not
measured by the breaths we take, but by the moments that take our
breath. |
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4.- COOKED
Our dear SHARER Selene
Barrios from Bariloche, sends us this article. Will “cooked” be something very
roughly similar to our River Plate “estar frito”
Cooked
A headline on
the back page of the Guardian last week read "Wenger denies 'cooked' Vieira
extra time off". In translation this says that Arsène Wenger, manager of the
British football team Arsenal, was denying that his French captain Patrick
Vieira was really tired enough to need a rest. I'd never encountered the word
"cooked" before, either in the sense of "exhausted" or in any other idiomatic
way.
A small detective investigation followed, with the assistance of
Nicholas Shearing at the Oxford English Dictionary and the slang lexicographer
Jonathon Green, who shared the examples they had of the word. It turns out that
"cooked" has been in English since the nineteenth century in the sense of being
in a bad situation or in
serious trouble. It looks as though it is an
elliptical form of "to cook someone's goose", meaning to spoil someone's plans
or cause someone's downfall (before you ask, nobody knows where this comes
from). It isn't much known any more, though it does still pop up from time to
time - in 1995 the Globe and Mail in Toronto had this:
"If you began an
election with an eight-point lead, you were home free. If you were eight points
behind, you were cooked". Some of the examples down the years suggest that the
bad situation may have come about through exhaustion. For example, in 1913 the
Harrow school magazine contained: "They were utterly cooked. They had ceased to
have any conscious control of their muscles".
Vieira was quoted in the
Guardian as making his comments to the Paris newspaper L'Equipe, so presumably
he had actually used the French idiom "Je suis cuit" that can have the same
sense and which is in wide use by French sportsmen (there are much older senses
in French of "cuit" meaning drunk or being done for), though it doesn't seem to
have yet reached dictionaries in France. So did the Guardian translate Patrick
Vieira's words with the known English sense in mind? The obvious assumption was
that it did. But it turns out that L'Equipe had actually translated a comment
that had appeared in English in the previous day's Evening Standard in London
professional rivalry presumably explains why the Guardian hadn't quoted the
Evening Standard directly). One must assume that either Patrick Vieira had
mentally translated "Je suis cuit" into literal English or that somebody on the
Evening Standard had done so for him. It looks as though the word "cooked" has
been borrowed anew from French and isn't a new sense of the older English slang
term.
The results of some online searches support this. A glossary
of cyclists' slang says "cooked" means "Running out of energy while riding".
There are many examples from bike racing of its being used in this way. Knowing
France's influence in professional cycling, it seems possible that cyclists have
likewise borrowed the phrase from French. Further evidence online suggests that
it may be moving from cycling into sport in general (its appearances in the
Guardian and Evening Standard may help that along).
It shows once again
that language can change in ways that are often more complicated and mysterious
than one might think – especially with slang - and that one can't take anything
for granted.
© http://www.worldwidewords.org/wordlist.htm
------------------------------------------------------------------------
5.- WORKING AND STUDYING
ABROAD
Our
dear SHARER Susan Cantera has got an invitation to make:
New
Ways To Opportunity English Centre
y
New Bristol Instituto Privado de Lengua Inglesa presentan a : Betty E.
Wolff
Partir:
Por un tiempo o Para Siempre : Vivir, Trabajar y Estudiar en el
Extranjero.
Modulo
1 : Para Docentes
My
students are going abroad . All what the teacher needs to know!
1.
The TOEFL and IELTS exams
2.
How to prepare a good Resume
3.
Getting clients ready at the Embassy
Modulo
2 : Para el Público en General
Opciones
en
1
Estados Unidos: Pasantías Pagas, Permisos de Trabajo Temporario Renovable, Trabajo
Estacional de Verano y de Invierno
y Visas H2B y L1 / L2 . Exámen
TOEFL, Documentación a presentar.
2
Irlanda: Visas de Estudiante, Permisos de Trabajo y Situación de los
Ciudadanos con Pasaporte de la Comunidad
Europea.
3
Canadá: Ingreso por la Provincia
de Quebec y por Canadá Federal, Pasantías pagas y no remuneradas y Visas
de Estudiante. Exámen IELTS y de francés . Documentación a presentar.
Entrevista consular y exámen médico.
4
Australia : Ingreso por Australia
General y por los Territorios
del Sur. Pasantías no pagas, Visas
de Estudiante. Exámen IELTS
y homologación de títulos. Exámen
médico.
5
Nueva Zelanda: Condiciones de Ingreso. Visa de Estudiante, Becas. Exámen IELTS.
Posibilidades de trabajo.
Lugar:
COLEGIO SAGRADO CORAZÓN DE JESÚS Calle 57 e/ 8y9 Nº 674, La Plata
Fecha:
Sábado 19 de Octubre
Horario: Módulo
1 de 15 a 16.30 - en Inglés
Módulo
2 de 17 a 20.30 - en Español
Aranceles:
Módulo
1 : $ 15 - Módulo 2 : $ 15 - Módulos 1 y 2 : $ 20 (solo para
docentes )
Inscripción
: " New Ways" English Centre
Ave.
7 Nº 1942 e/ 512 y 513
Ringuelet CP. 1901 La Plata – Te: (0221)
484-5194
E-mail:
scantera@netverk.com.ar
/
website: http://ar.geocities.com/waysinstitute/Home.htm
-----------------------------------------------------------------
6.- OUR CHILDREN AND THE MEDIA IN A
DIGITAL AGE
Our
dear SHARER Jorge Pezzutti from Córdoba wants to SHARE this article with all of
us:
In
the current moment of change, it is vital that we integrate the study of media
into all areas of the traditional K-12 curriculum. I am often asked "how do we
help our children to assess the value of information that they receive on the
Internet.
"
I begin by saying that it is a question that we are asking about a thousand
years too late. The question is phrased as if before the Internet, we could
believe that everything in print were true, rather than framing it as a question
that became relevant when we moved to a print culture with books that required
argumentation, assessment and verification without knowledge of the reputation
of the author.
As
soon as books were introduced into society, we should have systematically
thought about how to teach students to access, process and evaluate information.
The Internet just intensifies the need for it because there is so much more
information. This is only part of a larger picture. The new media environment
includes everything from Video Games and portable technologies (cell phones,
CD-ROM players, walkman, cam-corders and laptops) to action figures and other
spin-off products. On the one hand, this changing media environment gives our
children new ways to play, socialize, learn and create, but we need to catch up
as educators. Let me outline some ways to integrate media education into the
classroom:
STOP
demonizing media as a social problem. We should rephrase the question from "what
is media doing to our children" to "what are our children doing with media." How
are they using it and engaging with it, and how can we lead them to have a
constructive relationship with it.
LOOK
at media change. The changing media environment effects every institution in our
society, and we can use the idea of "media change" to look at institutions and
how they change because of media.
LISTEN
to children talk about their media use. I did a workshop with some middle school
kids where I used some clips from Dawson's Creek in which Dawson uses a
camcorder as a journal to explore aspects of his life. Every kid in the room
watched the show and responded passionately. Seriously asking what the show
meant to them was an important part of that exchange.
LINK
media topics to traditional curriculum. Revitalize the study of the past and
traditional materials with the use of media.
CREATE
opportunity for media play. There is a wonderful project at the University of
California at San Diego called the Super Heroes Project. They go into
kindergarten classes and get kids to define their own super heroes, construct
stories and put on plays based on them, and debate with the teachers about how
much violence they can include in the project. The kids question media by
creatively rewriting it.
EMPOWER
children to debate issues. Rather than repress access and expression, allow
students constructive opportunities to be creative, express themselves, and
become part of a community.
JOIN
a global conversation about media. For example, you want to get a perspective
about American popular culture and how it is impacted by the Internet, talk to
other students in places like Australia and Japan. [Some of the above ideas can
be found in the article "Empowering Children in the Digital Age: Towards a
Radical Media Pedagogy." Radical Teacher, Number 50. P. 30-35.]
http://media-in-transition.mit.edu/conferences/wiring/index_panel.html
©
Diversity University Collaboratory Mailing List
ISSN:1529-7861
--------------------------------------------------------------------------------
7.- RESEARCH
QUERY
Our
dear SHARER Leila Kajee from
South Africa sends a message to all our SHARERS:
Hi
All,
I am a PhD candidate,
exploring the effect of Internet-based activities on ESL teaching and learning
in higher education.
I am trying to establish a sample of local and
international higher education ESL teachers and undergrad learners who use any
of the following types of activities - listservs, e-pals, e-journals,
bulletin boards, web pages, etc in class. I would like to explore the effect of
such activities on learning and acquisition.
I would like to administer a
simple survey to the teachers and learners (if possible). If you would
like to help, please contact me. Any comments, advice, etc are most
welcome.
Thank you.
Leila
Kajee - South Africa - kajeel@dit.ac.za
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8.-
TALLER DE ORATORIA AT UTN
Our
dear SHARERS from Instituto Nacional Superior del Profesorado de la UTN
announce:
TALLER
DE ORATORIA MODERNA
Se
encuentra abierta la inscripción para el Taller de Oratoria que se desarrollará
durante el mes de Octubre, en el Instituto Nacional Superior del Profesorado
Técnico, dependiente de la Universidad Tecnológica
Nacional.
El
taller, de un mes de duración y abierto a la comunidad, tiene como objetivos
dotar a los participantes con las herramientas necesarias para poder desarrollar
estrategias de comunicación oral, ejercitando las distintas técnicas oratorias y
de argumentación.
Los
interesados podrán obtener mayor información y/o inscribirse en Triunvirato 3174
- Piso 2º (Unidad de Gestión), en el teléfono 4553-0163, o enviando un correo
electrónico a: gestion@inspt.utn.edu.ar
.
Este
taller, que estará a cargo del Lic. Antonio E. Di Génova, cuenta con soportes
tecnológicos y de información de vanguardia, de acuerdo con las exigencias del
campo laboral actual.
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9.- TEACHING
POSITION IN CHINA
The
following is a message a dear SHARER left in the Guestbook of our Website: www.shareeducation.com.ar
Great
site with great stuff. Don't know if it is appropriate though to put a message
as an ad:
Teaching Conversational English in Central China.
16 hours
teaching per week. Benefits include free travel, free accommodation, monthly pay
(not a lot though). No formal qualification is required. If interested, please
contact me by email. Many thanks.
Yong <canbyong@hotmail.com
Australia, -
Friday, September 27, 2002 at 03:52:31 (ART)
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10.- THE CAMBRIDGE PRIMARY
SEMINAR
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
The Cambridge Primary
Seminar for Teachers and Coordinators
Laura Campagnoli, our guest speaker,
will be speaking about
The A-Z of Teaching Young Learners. The 3 e's and
the 3 m's.
There
are many myths about the way young learners acquire foreign languages. Let's
debunk those myths and face facts.
Teaching doesn't always produce learning.
However, a well-balanced grammatical syllabus, which revolves round meaningful
everyday situations, together with a parallel content-based syllabus, which is
both varied and experience-rich, can do the trick. Shall we get together for
about two hours and imagine we are young children learning English through
different strategies? We can then put on our teacher thinking cap and weigh the
pros and cons of this approach.
We will be presenting
...
Primary Colours: The new series for 6 to 9 year-olds based on adventure
stories!
Would you
like to implement story and theme-based learning with younger learners? If so,
do get acquainted with Primary Colours, the new series by the authors of the
acclaimed Cambridge English for Schools and Worldwide. Primary Colours
encourages
younger learners to think about the world around them through the
use of stories, drama and craft activities, puzzles, games, stickers, picture
dictionaries and a clear grammatical syllabus.
Join Nick, Jess and Kip in
their adventures around the world in a hot air balloon!
This presentation
will be given by Paula Gelemur, Senior Educational Representative, Cambridge
University Press.
Saturday October 5th -
from 9:00 am to 1:00 pm
Colegio Modelo Lomas - Belgrano 50/55 - Lomas de
Zamora.
Free of charge
Enrolment:
4322-5040 / 4328-7648, consultas@cambridge.org.ar
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11.- NEWS FROM APIBA
Our
dear SHARER Analía Kandel , Coordinadora General de Grupos de Estudio de APIBA
apibasigs@apiba.org.ar sends us some news:
.........................................................................................
SIGS
in October
Computers
SIG
Coordinators: Nora Lizenberg - Monica
Pastorino
Date: Saturday, October 5, 2002 -- Time: 10 -
12
Venue: Liceo Cultural Britanico, Callao 362, Buenos
Aires
Agenda: Following a free course on curriculum development for online
programs designed by Dr. Susan Ko, each member will present their conclusions on
their readings.
Business
SIG
Coordinators: Maria Laura Fox - Gabriela Pezzi de
Lozada
Date: Tuesday, October 15,
2002 -- Time: 10.30 - 12.30
Venue: Asociacion de Ex-Alumnos de Lenguas Vivas, Paraguay 1935, Buenos
Aires
Phonology
SIG
Coordinators: Roxana Basso - Maria Isabel Santa
Date: Saturday, October 26, 2002 -- Time: 9 -
11
Venue: Cultural Inglesa de Buenos Aires, Viamonte 1475, Buenos
Aires
Language
SIG
Coordinators: Maria Luisa Ghisalberti - Myriam Sosa
Belenky
Date: Saturday, October 26, 2002 -- Time: 11.15 -
13.15
Venue: Cultural Inglesa de Buenos Aires, Viamonte 1475, Buenos Aires
Applied
Linguistics SIG
Coordinators: Martha Crespo - Sandra
Revale
Date: Saturday, October 26, 2002 -- Time: 11 -
13
Venue: Feedback School of English, Gu:emes 3915, Buenos Aires
Agenda: Adult Learners: The Neglected Species? Discussion of articles on
adult learners / heutagogy / affect in language learning.
APIBA
Annual Seminar 2002: Materials Design
Saturday,
October 19, 2002 - 9:00 am – 4:00
pm
Venue:
IES en Lenguas Vivas "J.R.Fernandez", Carlos Pellegrini 1515, Buenos
Aires
Programme:
The
general subject area of this year's Seminar will be Methodology and Materials
Design
Speakers
include Silvia Luppi, Silvia Rettaroli, Silvia Stagnaro and Corine
Arguimbau
The
Seminar will also include the presentation of the successful tasks in the APIBA
contest "My Favourite Classroom Task"
For
further information, enrolment and updates, check www.apiba.org.ar or email
APIBA at info@apiba.org.ar
Asamblea
Anual Ordinaria de APIBA
Saturday,
October 19, 2002 - 4:00 pm - IES en Lenguas Vivas "J.R.Fernandez".
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12.- TO A TEENAGE
SON
Our
dear friend and SHARER Annie Altamirano from Punta Alta sent us this message
last week. We were very happy about the message and most grateful about the
advice…we too have two teenage sons.
Dear
Omar and Marina and the gang (doggie included)
Have
a nice spring and here's something my friend and colleague Elena Chaluleu sent
to me. Dedicated to all people that have teenagers or have already raised
teenagers, or have children who will soon be teenagers or those who will be
parents someday or anyone who'd just get a laugh ...
Lots
of love,
Annie
My
son came home from school one day,
with
a smirk upon his face.
He
decided he was smart enough,
to
put me in my place.
Guess
what I learned in Civics Two,
that's
taught by Mr. Wright?
It's
all about the laws today,
the
"Children's Bill of Rights."
It
says I need not clean my room,
don't
have to cut my hair.
No
one can tell me what to think,
or
speak, or what to wear.
I
have freedom from religion,
and
regardless what you say,
I
don't have to bow my head,
and
I sure don't have to pray.
I
can wear earrings if I want,
and
pierce my tongue & nose.
I
can read & watch just what I like,
get
tattoos from head to toe.
And
if you ever spank me,
I'll
charge you with a crime.
I'll
back up all my charges,
with
the marks on my behind.
Don't
you ever touch me,
my
body's only for my use,
not
for your hugs and kisses,
that's
just more child abuse.
Don't
preach about your morals,
like
your Mama did to you.
That's
nothing more than mind control,
and
it's illegal too!
Mom,
I have these children's rights,
so
you can't influence me,
or
I'll call Children's Services Division,
better
known as C.S.D.
Of
course my first instinct was
to
toss him out the door.
But
the chance to teach him a lesson
made
me think a little more.
I
mulled it over carefully,
I
couldn't let this go.
A
smile crept upon my face,
he's
messing with a pro.
Next
day I took him shopping
at
the local Goodwill Store.
I
told him, "Pick out all you want,
there's
shirts & pants galore.
I've
called and checked with C.S.D.
who
said they didn't care
if
I bought you K-Mart shoes
instead
of those Nike Airs.
I've
canceled that appointment
to
take your driver 's test.
The
C.S.D. is unconcerned
so
I'll decide what 's best.
I
said "No time to stop and eat,
or
pick up stuff to munch.
And
tomorrow you can start to learn
to
make your own sack lunch.
Just
save the raging appetite,
and
wait till dinner time.
We're
having liver and onions,
a
favorite dish of mine.
He
asked "Can I please rent a movie,
to
watch on my VCR?
"Sorry,
but I sold your TV,
for
new tires on my car.
I
also rented out your room,
you'll
take! the couch instead.
The
C.S.D. requires
just
a roof over your head.
Your
clothing won't be trendy now,
I'll
choose what we eat.
That
allowance that you used to get,
will
buy me something neat.
I'm
selling off your Jet Ski,
dirt
bike & roller blades.
Check
out the "Parents Bill of Rights,"
It's
in effect today!
Hey
hot shot, are you crying,
why
are you on your knees?
Are
you asking God to help you out,
instead
of C.S.D..?
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13.- COURSES FOR
TRANSLATORS AND INTERPRETERS
Our
dear SHARER Silvia Falhuck from Torre de Papel has sent us her news bulletin
which can be requested from pedidos@torredepapel.com.ar . The
following is a list of courses for translators and interpreters currently being
offered which was published in her electronic
bulletin.
Laboratorio
de Interpretación de Idiomas - María Cristina de Ortúzar
Intensive
Programmes For Interpreting And Translation Students
mcdeo99@hotmail.com - http://www.mcdeo.netfirms.com
Tel:
4832-4468 / Fax: 4775-7664
Darreguerira
2244 dto. 1 PB - Buenos Aires
Taller
de Traducción de Textos Médicos de Claudia
Tarazona
ctarazona@ciudad.com.ar
Tel/Fax:
4943-4377 - Cel: 15-4060-2195
Idiomas
y Comunicación
- Una revista exclusiva sobre lenguas
Director
y Editor: Jaime Marín
idio_mas@ciudad.com.ar
http://www.revistaidiomas.com.ar/
Tel
: 4922-3973
MF
Business English - Talleres para Traductores de
Inglés
Directora:
Matilde Fabrello
mfbuseng@arnet.com.ar
Tel:
4311-9988 - 25 de mayo 758 4 "F" - Buenos Aires
Mc
Donough - Translation Workshops
info@mcdonoughsrl.com
http://www.mcdonoughsrl.com/
Tel/Fax:
4325-3101 - Sarmiento 983 - 11 A - Buenos Aires
Unión
Latina - Simposio de Terminología
ulbsas@satlink.com
/ ulprensaydifusion@infovia.com.ar
http://www.unilat.org/
Tel:
4801-3231 y 4803-1636 - Azcuénaga 1517 Pº 2 "E" - Buenos Aires
C.C.I.T.
Centro de Capacitación de Intérpretes y
Traductores
Directoras:
Diana Merchant - Alicia Merli
dmerchant@ciudad.com.ar
- aliciamerli@ciudad.com.ar
Tel.:
4342-4737 · 4243-9139
Piedras
113. 1ºPiso. Of. "4". 1070 - Buenos Aires
Northampton
Institute - Talleres de Traducción
ronnie@ba.net -
http://www.northampton.com.ar/
Tel:
4832 3275 - Av. Santa
Fe 3711 - Piso 4 A - Buenos Aires
Círculo
de Traductores Públicos de La Plata
ctplaplata@calle52.com.ar
http://www.calle52.com.ar/ctplaplata
Círculo
de Traductores Públicos e Intérpretes de Zona
Oeste
info@cirtrad.com.ar
- http://www.cirtrad.com.ar/
Tel:
4751-2418 / 4982-7665 / 4654-2077 / 4665-4435
Fundación
Litterae - Cursos
fundlitterae@arnet.com.ar
-
http://www.fundlitterae.org.ar
Tel/Fax:
4786-1127 - Virrey
Arredondo 2247 2°B - 1426 – Bs As
Círculo
de Traductores Públicos del Sur
info@ctps.org.ar
- http://www.ctps.org.ar/
Tel:
0291-4529707 o 4523638
Asociación
de Traductores e Intérpretes
info@aati.org.ar -
http://www.aati.org.ar/
Tel:
4832-6385/ Fax: 4958-1473 - Carlos Pellegrini 1515 - 1011 - Buenos Aires
Torre
de Papel - Publishing House & Translation Company - Tte. B. Matienzo 1831
6ºG C1426DAG - Buenos Aires -
Argentina
Tel/Fax:
(00-54-11) 4775-2198 -
http://www.torredepapel.com.ar/-pedidos@torredepapel.com.ar
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14.- WORKSHOP ON GENERATING
RAPPORT
Our
dear SHARER Iliana Graziano writes to us:
American
Forum y C&C, Consultora en Comunicación y Cambio, lo invitan a
participar de su taller Building Rapport I, donde se aplicarán técnicas de
Programación Neurolingüística orientadas a
generar rapport eficaz con alumnos y potenciar la motivación y el
compromiso.
El
mismo se dictará en español y estará a cargo de Adriana Méndez, Master Trainer
en Programación Neurolingüística (PNL) y Técnico en PNL (título oficial de nivel
terciario), y profesora de inglés egresada del Instituto Nacional Superior en
Lenguas Vivas "J. F. Fernández".
Los
temas a desarrollar son:
Generar
Rapport "naturalmente" con alumnos
Ponerse
en el lugar del alumno, averiguando cuál es su proceso de pensamiento para
aprender
Flexibilizarnos
para dar una clase, conociendo los tres Sistemas Representacionales que las
personas usamos para comunicarnos y aprender: Visual, Kinestésico y
Auditivo.
Este
taller se desarrollará en octubre en 5 jornadas, los días viernes de 10 a 12 o
de 15 a 17. en American Forum - C. Pellegrini 331 8º piso -
Bs.As.
Inversión:
$85.-
Para
mayor información, contactarse con American Forum: dirección@american-forum.com
o en los teléfonos 4326-2695 / 7955.
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Today we will bid farewell with a
message that our dear SHARER and very active contributor Bethina Viale, velvia@ciudad.com.ar, has sent us. We
pray to God we and you remember it at all times:
No te detengas...
No
te detengas en lo malo que has hecho; camina en lo bueno que puedes hacer.
No
te culpes por lo que hiciste, más bien decídete a cambiar.
No
te mires con tus ojos, contémplate con la mirada de Dios.
No
pienses en lo largo que es el camino de tu transformación, sino en cada paso que
puedes dar para ser lo que Dios quiere que seas.
No
confíes en tus propias fuerzas; pon tu vida en manos de Dios.
No
trates que otros cambien; sé tú el responsable de tu propia vida y trata de
cambiar tú.
Vive
cada día, aprovecha el pasado para bien y deja que el futuro llegue a su tiempo.
No
sufras por lo que viene, recuerda que "cada día tiene su propio afán"
No
te des por vencido, piensa que si Dios te ha dado la vida, es porque sabe que tú
puedes con ella.
Si
algún día te sientes cansado, busca el descanso en Dios que renovará tus
fuerzas.
Si
algún día te sientes demasiado responsable de otros, recuerda que sólo Jesús es
el Mesías.
Si
reaccionas ante toda provocación, ruega a Dios para que te enseñe a responder en
lugar de reaccionar.
Si
necesitas tener todo bajo control, entrega el control de tu vida a Dios y confía
en su poder y en su amor por ti.
"Vivir
Sirviendo, Vivir Amando. Que
este sea el mejor día de tu vida"
HAVE A WONDERFUL WEEK
!
Omar and
Marina.
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