Year 4
Number
90
December 7th 2002
4400 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,
Another Saturday.
I´m in two minds today. Shall I give you a little bit more of the old “Little
House on the
Prairie” stuff as my dear friend José Luís Garcia from Catamarca used to call it
or not? Funny ( I should not be
surprised about these things by now but…) how people might misunderstand (and
find twisted aims for) the most harmless comments. A colleague wrote to us
midweek to say he simply found our introductions “revolting”. He said he liked
the rest of the magazine but found the introduction did not serve any academic
purpose ( ! ) . He went on to elaborate that it was mere publicity. Maybe he
thinks I´m trying to sell myself as the ideal husband, my wife as the ideal wife
and my boys as the ideal sons! Might I ask: what for?
Are we an ideal
family? Don´t we ever have any problems? The answers are: no, we are not and
yes, we do. Do you want to hear about them? We find it VERY hard to make ends
meet, we work loooooong hours, we were robbed of our car at gunpoint just
outside our house a month ago, we do not collect until 11th and
sometimes 15th every month, some people hate us, some people do not
but will talk behind our backs, friends die, leave our country or desert us, …
It would be an endless and USELESS list and not much different from what happens
to everybody else in this blessed country. Neither are our Saturday pizzas, my
toast or toasts or our children at the disco but at least they are more
rewarding and invigorating (the pizzas, I mean).
Not very academic?
So what? We never wanted to belong (nor do we have any right to dream about it)
to the Argentine ELT intelligentsia. We do not want to sell my soul (or our
family, for that matter) to earn a reputation among the “very few chosen ones”.
Not very academic? Who cares? We
prefer to be labelled not very academic rather than not very happy ( and believe
us, we are VERY happy).
Sorry, we must
leave you now: our Saturday evening pizzas are waiting for us.
Love
Omar and Marina
In SHARE
90
1.- Learning
Strategies – Second Round.
2.- In Simple
Pronouns.
3.- Websites
Recommended.
4.- 5th
Southern
Cone Regional TESOL Convention
in
Montevideo
5.- Convenio entre la
UB y el Gobierno de la Ciudad de Bs. As.
6.- Santillana
Workshops Announced.
7.- CEPA 2003: Cursos
Gratuitos de Verano.
8.- Crocodile
Tears.
9.- Intelligence
Testing.
10.- IV
Congreso Latinoamericano de Traducción e Interpretación.
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1.- LEARNING
STRATEGIES – SECOND ROUND
Our dear SHARER Dr. Jill Robbins sends her reaction to Professor Douglas
Town´s article on Learning Strategies that we published in our last issue.
Dear Omar & the Share Community:
I was pleased to read Douglas Town's excellent review of Learning
Strategies in this week's Share Magazine. I realize that Town's focus is on the
theoretical basis of learning strategies in language teaching and learning. He
covered the field up to the early nineties well. However, I would like to update
the bibliography with the later research work of Anna Uhl Chamot and Andrew
Cohen and add some practical teacher-oriented approaches to learning strategies
instruction. The theoretical discussion is fascinating but those "in the
trenches" need to also know how to apply this
knowledge.
In the United States, there are nine US federally-funded language
resource centers. Two of them, the University of Minnesota Center for Advanced
Research on Language Acquisition and the National Capital Language Resource
Center have done extensive research on the use of learning strategies by
language learners and on effective ways of teaching language learning
strategies. Andrew Cohen directs the University of Minnesota center and has
extended the taxonomy (Cohen 1998) to distinguish between language learning and
language use strategies.
Anna Uhl Chamot has led research on the strategies used by children in
immersion classrooms at the National Capital Language Resource Center in
Washington, D.C. (Chamot et al, 2002) and is preparing a guide with a wealth of
information on the results of that research. Many useful teacher resources can
be found through their web site: http://www.nclrc.org
.
While working with the team at the NCLRC, I helped to write a book which
shows how to teach learning strategies and provides detailed lesson plans for
encouraging the practice of strategies for various language skills. (Chamot et
al 1999)
More
detail is available on these approaches in this article: http://jillrobbins.com/articles/LSIrobbins.html
Links
to other learning strategies resources are on my main page: http://jillrobbins.com
(a summary of my Ph.D. dissertation appeared in Issue 72 of SHARE July 7,
2002.)
References:
Chamot, A. U., & J.M. O'Malley (1994). The CALLA Handbook. White
Plains, NY: Longman.
Chamot, A. U., S. Barnhardt, P.B. El-Dinary, J. Robbins (1999). The
Learning Strategies Handbook. White Plains, NY: Longman.
Chamot, A. U. & K. Anstrom, J. Delett, V. Karwan, A. Bartoshesky, C.
Keatley (2002). The Elementary Immersion Learning Strategies Resource Guide.
National Capital Language Resource Center, Washington, DC: National Capital
Language Resource Center. (see http://nclrc.org)
Cohen, A. (1998). Strategies in Learning and Using a Second Language. New
York: Addison Wesley Longman.
Sincerely,
Jill
mailto:jill@jillrobbins.com
http://jillrobbins.com
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2.- IN SIMPLE PRONOUNS
Our dear SHARER Carlos Germinario from La Pampa sends us this article
from The New York Times.
The New York Times - December 5, 2002
In Simple Pronouns, Clues to Shifting Latino
Identity
By Janny Scott
New York City has long been a laboratory for the study of language, a
petri dish in which dialects mingle and collide, where linguists have lurked
incognito in department stores, luring unwitting natives into blurting out
revealing phrases like, say, "Fourth Floor."
For many years, scholarly interest in New York language focused on
indigenous varieties of English, the most notorious being Noo Yawkese. But as
the city's demographics have shifted, scholars have turned their attention to
such things as Spanglish and the nature of New York
Spanish.
Now a team of linguists is studying the consequences of the collision of
Spanish dialects in New York, looking not only at how that contact is affecting
the Spanish spoken but also at what the outcome might suggest about the
evolution of Latino identity in the city and
beyond.
If they find dialects converging, they say, it may signal the rise of a
New York Spanish and perhaps signify an eventual convergence of identities too.
If they find the dialects unchanged, it might imply that the contact between
different groups is fueling an urge to remain
distinct.
"The question is what does this say about the unity of Latinos in the
next generation?" said Ana Celia Zentella, a professor of ethnic studies at the
University of California at San Diego and one of the researchers in the New York
study. "And what do these language accommodations mean for the future of Spanish
in New York in particular and in the United States in
general?
"When you think that the United States is the fifth largest
Spanish-speaking nation in the world and New York has more Spanish speakers than
13 Latin American capitals, you begin to appreciate the dimensions of the
linguistic and cultural hybridity that's taking
place."
Oddly enough, what the researchers are studying is a linguistic feature
that may look insignificant at first glance: the use or nonuse of subject
pronouns. But it is one of those tiny details in science, like the finch's beak
in the study of evolution, that occasionally illuminate something
profound.
The use of subject pronouns in Spanish has long been of interest to
linguists. (There is an entire book on so-called subject expression among
Spanish speakers in Madrid.) In English, the subject of a sentence is always
expressed; in Spanish it can be, and often is, left
out.
For example, where an English speaker would say "We sing," a Spanish
speaker could say either "Nosotros cantamos" or simply "Cantamos." Linguists say
Spanish speakers from the Caribbean tend to use a lot of pronouns; people from
Central and South American countries use them
less.
"What makes New York City interesting, and why we grabbed this issue, is
that New York contains people from areas that differ with respect to this
feature," said Ricardo Otheguy, a professor of linguistics at the Graduate
Center of the City University of New York and a researcher on the
project.
"It's interesting to compare Puerto Ricans, Dominicans and Cubans with
the Mexicans, who use few pronouns," he said. "And communities are different in
their exposure to English. The Mexican community in New York is new; the Puerto
Rican community is well settled."
The language of New Yorkers has often attracted attention. In a seminal
piece of field work back in 1962, the sociolinguist William Labov stationed
himself in department stores, asking directions, and elucidated the class
differences in the way New Yorkers pronounce that inimitable after-a-vowel R.
(The clerks serving the more affluent shoppers in upscale Saks said "fawth flaw"
far less frequently than their peers at a discount store.)
But the city has changed. Latinos are more numerous and more diverse.
They make up 27 percent of the city's population. And while nearly
three-quarters of New York Latinos in 1990 came from Puerto Rico, the Dominican
Republic and Cuba, that group's share has dropped to 57
percent.
Meanwhile, the number of Mexicans in New York City tripled during the
1990's to nearly 187,000, according to the 2000 census. The number of
Ecuadoreans rose by nearly 30 percent, to 101,000. Other large groups include
Colombians, Peruvians and Central Americans.
"Language is a window into people's views of themselves vis-a-vis the
dominant group and vis-a-vis the other groups that they're often lumped with,"
said Professor Zentella, who, with a Puerto Rican mother and a Mexican father,
grew up knowing that words like frijoles and habichuelas expressed more than
beans.
"People will often use their particular regional variety of Spanish as a
flag, emblematic of their national origin," she said. "But there are other times
in which they refer to Spanish as the unifier of a much larger, disparate group
of people across different class and ethnic and national
backgrounds."
Professor Zentella describes herself as "an anthropolitical linguist" who
studies what happens when people from different groups converge. Among other
things, she has studied Spanglish, which she sees as "a way of making a graphic
statement about having a foot in both cultural
worlds."
She has also studied forms of pronunciation that are stigmatized, assumed
by others to be lower class and therefore incorrect. "Some things get tagged as
markers that then carry a lot of social weight," she said. "That's how groupness
is conveyed through language."
Professor Otheguy has spent years studying the influence of English on
New York Spanish, exploring the significance of English phrases that end up
being translated word for word into Spanish, and of so-called loan words that
are borrowed from English to express ideas that may not be expressed in
Spanish.
For example, he said, early Spanish-speaking settlers in New York were
mostly from the Caribbean, so they took "the winter vocabulary of English,"
creating words for things like steam, coat and boiler - words that are spoken
rather than written but that resemble their English
counterparts.
"Many times the loan takes place even though there is a word that's
usable and perfectly accessible to the people who borrow the English word," he
said. "So it isn't simply a matter of filling a gap because the gap ain't there.
The person knows a Spanish word and uses both of
them."
So far, Professors Otheguy and Zentella and graduate students working on
the pronoun study have interviewed some 120 Spanish-speaking New Yorkers,
including 20 each who were born in Puerto Rico, Cuba, the Dominican Republic,
Mexico, Ecuador and Colombia, or whose parents were born
there.
Each group of 20 includes a range of people from different social
classes, degrees of education and exposure to English. Some have had a lot of
contact with others from their place of birth; some have had relatively little.
They have lived in New York for varying lengths of
time.
None were told the precise nature of the research, just that it entailed
documenting the experiences of Latino immigrants in New York. They were asked
about their background, their childhood, their experiences - anything to get
them to relax and keep talking.
Every interview was then transcribed, with every verb that could have had
a pronoun highlighted in boldface. Each verb has been coded as to whether a
pronoun was used and each interview is being analyzed to identify what factors
predict pronoun use and how they differ between
groups.
Findings are expected next year.
If linguistic behavior is an indication of identity, a merging of
dialects might suggest a merging of identities, Professor Otheguy said. It could
suggest that Latinos in New York are thinking of themselves less as members of
national groups than they did in the past and more as members of a broader
community.
But people also use language to distinguish themselves from
others.
"So the possibility may be that the contact with other Hispanics does not
create a sense of Hispanic fraternity but just the opposite," he said. "It
creates a sense of wanting to be not mistaken for Mexican or Cuban. `I want to
be Ecuadorean.' So that's the alternative."
© Copyright The New York Times Company
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3.- WEBSITES
RECOMMENDED
Phrasal Verbs
One of the best references on
Phrasal Verbs is the Oxford Dictionary of Current Idiomatic English . You can
also use the FREE online version of Cambridge International Dictionary
of
Phrasal Verbs . The link is
http://dictionary.cambridge.org/cmd_search.asp?dict=P&searchword=cat.
Khalfan Alharrasi -
abusally@hotmail.com
Head of Assessment and Evaluation
Section
English Language Curriculum Department (Oman)
Free online
Dictionaries
Free online dictionaries? I
suggest you take a look at the article GENERAL AND SPECIALISED FREE ONLINE
DICTIONARIES by Mari Carmen Campoy Cubillo published in Teaching English with
Technology,vol. 2, no. 3. The review can be found at
http://www.iatefl.org.pl/call/j_review9.htm.
Jarek Krajka
Editor, "Teaching English with
Technology"
http://www.iatefl.org.pl/call/callnl.htm
Maria
Curie-Sklodowska University, Lublin, Poland
jkrajka@batory.plo.lublin.pl <mailto:jkrajka@batory.plo.lublin.pl>
Music in the
Classroom
I did a web search and came up
with "The ESL Song Directory" at the following URL:
http://gs.fanshawec.on.ca/tlwm/direct.htm
Birgit Ferran -
http://pie.xtec.es/~bferran/
Escola Oficial
d'Idiomes - Barcelona, Spain
Poetry for
Secondary School Students
The Library of Congress has a nice little web site called "Poetry 180: a
poem a day for American high
schools". You can see a collection
of all 180, and browse according to title.
They are primarily very contemporary, and some are less-culture bound
than others.
http://www.loc.gov/poetry/180/
Maria
Spelleri - mariasp@peoplepc.com
Manatee Community College, Florida
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4.- 5th SOUTHERN
CONE REGIONAL TESOL CONVENTION IN
MONTEVIDEO
Our dear SHARER Alicia Diaz from URUTESOL sends us this
tempting invitation
Dear Omar,
Please find attached info on the FIFTH SOUTHERN CONE REGIONAL TESOL
CONVENTION to be held in Montevideo from August 23 to 25,
2003.
Hope you can help us spread the word! The first one, Montevideo 1995, was
attended by 800 participants, scores of publishers and international speakers.
Would love to have a large group of attendants from
Argentina!
All the best,
Alicia Diaz - Recording Secretary
2003 TESOL SOUTHERN CONE REGIONAL
CONVENTION
THE SPIRIT OF LANGUAGES
The Board of URUTESOL is pleased to announce the TESOL SOUTHERN CONE
REGIONAL CONVENTION to be held in Montevideo on the 23rd ,24th and 25th of
August, 2003
Proposals are invited for papers(1 hour), poster sessions, workshops (1
1/2 hours) and colloquia (1 3/4 hours) in topics related to the development of
the teaching of English as a foreign language. Deadline for the presentation of
proposals: December 30th , 2002
Proposals should include the following:
The Proposal Submission form including all the information requested in
it.
A 400-word description of their presentation to be assessed by the
URUTESOL Presentations Committee.
A 50-word biographical statement to be included in the program
book.
A 50-word description of the presentation to be included in the program
book.
One copy of the handouts to be used.
NB: Use Word 97 or earlier for all your electronic submissions. Set the
page to A4 size and use Times New Roman 10 or
12.
Electronic
address for submission of materials: read@montevideo.com.uy
Or you can mail your package to: URUTESOL C.C. 16056 Montevideo,
Uruguay
All presenters will be asked to register for the convention. - The
organization of the convention will provide overhead projectors. Any other
equipment will be on the presenter.
The
Proposal Form can be found in our Website: www.shareeducation.com.ar
in
the NEWSBOARD section
------------------------------------------------------------------------
5.- CONVENIO ENTRE LA UB Y EL GOBIERNO
DE LA CIUDAD DE BS.AS.
La Universidad de Belgrano ha firmado un convenio con el Gobierno de la
Ciudad de Buenos Aires; el mismo establece la articulación del Traductorado
Público, Literario y Técnico-Científico de esta universidad con el Traductorado
Literario y Técnico-Científico de Inglés que se dicta en Instituciones de
Educación Superior del GCBA.
Gracias a dicho convenio, los traductores literarios egresados del IESLV
"J.R.Fernandez" y del IESLV “John F. Kennedy" podrán recibirse de traductores
públicos, luego de cursar en la Universidad de Belgrano, durante un año, las
materias jurídicas, obteniendo de esta manera la especialidad de Traductor
Jurídico, pudiendo luego colegiarse y ejercer su
profesión.
El objetivo de dicho acuerdo consiste en jerarquizar el título terciario
obtenido por dichos egresados, permitiéndoles seguir estudios de
posgrado.
Por otra parte, la carrera de traductorado de la Universidad de Belgrano
ha decidido modificar su plan de estudios a partir del 2003. Este cambio
innovador en la Argentina consiste en incluir una segunda lengua extranjera: el
Francés. Esto permitirá a los nuevos egresados ampliar su campo laboral, ya que
no solo estarán capacitados para traducir del Inglés, sino también del
Francés.
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6.- SANTILLANA
WORKSHOPS ANNOUNCED
Our dear SHARERS from Richmond Publishing write to us to announce the
following workshops to be conducted by our dear SHARER Pierre Stapley from
Winchester, UK.
Monday 9th December 2002 - Rafaela, Santa
Fe
Talk: "Language Used By Children and Teens" followed by a book
presentation
Venue: Escuela de la Plaza, Hipolito Irigoyen 1502, Rafaela - Time: 6:30
9m
Registration: Grupo Santillana- Rosario: (0341)
4249762
Friday
13th December 2002 - Cordoba
Morning
Talk: "Language Used By Children and Teens" followed by a
presentation of Okey Dokey (2nd Cycle)
Venue:
El Ateneo, Gral Paz 156, Córdoba -
Time:
10:30 am
Afternoon
Talk: "A Pot-Pourri of Language" followed by a presentation of
Your Choice Next (CBU-Polimodal)
Venue: El Ateneo, Gral Paz 156, Córdoba - Time: 6:30
pm
Registration for one or both workshops: Grupo Santillana- Córdoba: (0351)
4214769
--------------------------------------------------------------------------------
7.- CEPA 2003 : CURSOS GRATUITOS DE
VERANO
CePA, Centro de Pedagogías de Anticipación del Gobierno de La Ciudad de
Buenos Aires anuncia sus cursos intensivos para el Verano 2003 para todos los
docentes del país
Subnúcleo Lenguas Extranjeras
Curso 54 - Para Ed. Primaria
Ideas prácticas para promover un aprendizaje
efectivo
Docentes: María Gandini - Vanina Welman
Sede 7 – Caballito - Rivadavia 4817 - Tel.
4902-1063
17 al 21 de febrero 8.30 a 13 hs.
Ante las nuevas propuestas y tendencias, es importante reorganizar las
distintas actividades del aula siguiendo una secuencia lógica, para promover un
aprendizaje efectivo que tenga en cuenta la realidad del aula. Para profesores
de inglés graduados y no graduados.
Curso 55- Para Ed. Media
El idioma inglés en acción
Docente: Susana Domínguez
Sede 7 – Caballito - Rivadavia 4817 - Tel.
4902-1063
10 al 14 de febrero 8.30 a 13 hs.
Durante el curso se ampliará y profundizará el conocimiento de la lengua
inglesa en situaciones que se presentan en el aula, en diferentes instituciones
y en la interacción social. Esto se logrará integrando las cuatro competencias
de comprensión escrita y oral, en relación con el rol del docente de inglés en
la escuela media.
Inscripción: Sede CePA - Santa Fe 4360 4° piso - Tels. 4772-4028/
4039,int.114 y 117.
Diciembre de 2002: del 3 al 27.
Reserve
su vacante por correo electrónico enviando un mensaje a cursos@buenosaires.esc.edu.ar,
consignando datos personales y datos del curso que se desea realizar. La vacante
se confirma con un mensaje al remitente que demora aproximadamente 48 horas. El
pedido de reserva también puede realizarse desde la página web del CePA,
www.buenosaires.gov.ar/cepa.
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8.- CROCODILE
TEARS
Our dear SHARER Viviana Rodriguez from Tandil, Provincia de Buenos Aires
sends us this amusing article about the myth (?) of crocodile tears.
To weep crocodile tears is to pretend a sorrow that one doesn't in fact
feel, to create a hypocritical show of emotion. The idea comes from the ancient
belief that crocodiles weep while luring or devouring their
prey.
This story seems to have been taken up by medieval French and English
writers and that's where we get it from. For example, in 1565 Sir John Hawkins
wrote: "In this river we saw many Crocodils .. His nature is ever when he would
have his prey, to cry and sob like a Christian body, to provoke them to come to
him, and then he snatcheth at them".
The first example known in English seems to be in a travel book of about
1400, "The Voyage and Travail of Sir John Mandeville" (I've modernised the
spelling a lot): "In many places of Inde are many crocodiles - that is, a manner
of long serpent. These serpents slay men and they eat them weeping". One version
of the story says that the beast weeps over the head after having eaten the
body, not from repentance but from frustrated gluttony: the head is simply too
bony to be worth consuming.
The story was taken up by Edmund Spenser in "The Fairie Queen" and then
by Shakespeare. Having such authorities on its side made it almost inevitable
that the reference would stay in the language. For example, in the story of how
the elephant got his trunk in the "Just So Stories", by Rudyard Kipling: "'Come
hither, Little One,' said the Crocodile, 'for I am the Crocodile,' and he wept
crocodile-tears to show it was quite true".
My naturalist friends tell me that crocodiles can't cry, because they
have no tear ducts - they would be useless in an animal that spends so much time
in the water. The eyes can produce secretions to moisten the lids if the animal
is out of the water for a while, but these are hardly tears. They might have
given rise to the idea, though.
World Wide Words, Issue 317, Saturday 23 November
2002
World Wide Words is copyright (c) Michael Quinion 2002. All rights reserved. The Words Web site
is at http://www.worldwidewords.org .
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9.-
INTELLIGENCE TESTING
Our founding SHARER and fairy godmother Elida Messina sends us this
slapstick report:
The following questions and answers were collated from SAT tests given
recently to 16-year-old students.
Q: Name the four seasons.
A: Salt, pepper, mustard, and vinegar.
Q: Explain one of the processes by which water can be made safe to
drink.
A: Flirtation makes water safe to drink because it removes large
pollutants like grit, sand, dead sheep, and
canoeists.
Q: How is dew formed?
A: The sun shines down on the leaves and makes them
perspire.
Q: What is a planet?
A: A body of earth surrounded by sky.
Q: What causes the tides in the oceans?
A: The tides are a fight between the Earth and the Moon. All water tends
to flow towards the moon because there is no water on the moon and nature abhors
a vacuum. I forget where the sun joins in this
fight.
Q: What are steroids?
A: Things for keeping carpets still on the
stairs.
Q: What happens to your body as you age?
A: When you get old, so do your bowels and you get
intercontinental.
Q: What happens to a boy when he reaches
puberty?
A: He says goodbye to his boyhood and looks forward to his
adultery.
Q: Name a major disease associated with
cigarettes.
A: Premature death.
Q: How can you delay milk turning sour?
A: Keep it in the cow.
Q: How are the main parts of the body categorized (e.g.
abdomen)?
A: The body is consisted into three parts-the brainium, the borax, and
the abdominal cavity. The branium contains the brain, the borax contains the
heart and lungs, and the abdominal cavity contains the five bowels A, E, I, O,
and U.
Q: What is the fibula?
A: A small lie.
Q: What does "varicose" mean?
A: Nearby.
Q: What is the most common form of birth
control?
A: Most people prevent contraception by wearing a
condominium.
Q: Give the meaning of the term "Caesarean
Section."
A: The Caesarean Section is a district in
Rome.
Q: What is a seizure?
A: A Roman emperor.
Q: What is a terminal illness?
A: When you are sick at the airport
Q: Give an example of a fungus. What is a characteristic
feature?
A: Mushrooms. They always grow in damp places and so they look
like
umbrellas.
Q: What does the word "benign" mean?
A: Benign is what you will be after you be
eight.
Q: What is a hindu?
A: It lays eggs
Q: What is a turbine?
A: Something an Arab wears on his head.
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10.- IV CONGRESO LATINOAMERICANO DE TRADUCCIÓN
E INTERPRETACIÓN.
Our dear SHARER Alejandra Cacciabue de Pingitore from Colegio de
Traductores Públicos de Catamarca sends us this announcement:
El
Colegio de Traductores Públicos de la Ciudad de Buenos Aires celebra su 30°
aniversario y organiza el IV CONGRESO LATINOAMERICANO DE TRADUCCIÓN E
INTERPRETACIÓN. A continuación encontrarán información referida al evento, en
especial en la página web del Colegio http://www.traductores.org.ar
.
El plazo para la presentación de los resúmenes de las ponencias ha sido
prorrogado hasta el 12 de diciembre. Además alientan la participación de
estudiantes de traductorado de todo el país y países vecinos mediante descuentos
en los valores de inscripción. Por este tema, pueden averiguar más detalles por
mail o telefónicamente.
Un saludo cordial
Alejandra Cacciabue de Pingitore - Colegio de Traductores Públicos de
Catamarca
Tel: (54 3833) 442484 – 424182 - Fax: (54 3833)
442264
E-mail
institucional: traductores_catamarca@yahoo.com.ar
Colegio de Traductores Públicos de la Ciudad de Buenos Aires
Av. Callao 289, 4to. piso - C1022AAC Buenos Aires -
Argentina
Tel. (54 11) 4372-7961 - 4371-8616 - Fax. (54 11)
4372-2961
Info@traductores.org.ar -
www.traductores.org.ar
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Today we will say goodbye with a message that our dear SHARER Luciane
Krauser lkrauser@onda.com.br sent us from Brazil and we
want to dedicate it very especially to our friend Susan Cantera from La Plata
and SHARE it with all of you.
"I wish for you..."
Comfort on difficult days,
Smiles when sadness intrudes,
Rainbows to follow the clouds,
Laughter to kiss your lips,
Sunsets to warm your heart
Gentle hugs when spirits sag,
Friendships to brighten your being,
Beauty for your eyes to see,
Confidence for when you doubt,
Faith so that you can believe,
Courage to know yourself,
Patience to accept the truth,
And love to complete your life.
God Bless you!
I asked the Lord to bless you
As I prayed for you today
To guide you and protect you
As you go along your way....
So , when the road you're travelling on
Seems difficult at best
Give your problems to the Lord
And God will do the rest.
HAVE
A WONDERFUL WEEK!
Omar
and Marina.
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SHARE
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