Year 4
Number
98
4700
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,
As we finish
writing this issue of SHARE the number of subscribers has reached a total of
more than 4,700. That was the most dramatic increase ever if we bear in mind
that we were 4,400 SHARERS last October!
As you all know
SHARE is a group administered by Yahoo! and that means that all details about
membership are public. You, or anyone else for that matter, can access our
magazine Yahoo! Home page at http://www.groups.yahoo.com/group/ShareMagazine
and find out how the figures
change from day to
day. And “change” does not always mean “increase”. Yahoo! conducts frequent
“cleansing” operations and deletes e-mail addresses which are no longer
operative or which bounce all too often (and also some people get tired of us
and they unsubscribe!)
So when we say we
are 4,700 SHARERS this week you can be sure that is the way it is “this week”.
Is all this
business about figures important for us? In a way yes because it means that our
efforts are appreciated by quite a number of people. But, believe us, we enjoyed
writing SHARE for the barely 40 something SHARERS that made up the original
group of friends who
received issue 1
as much as we enjoy writing this issue 98 of SHARE today… which reminds us
we will be
publishing issue 100 in two weeks! We must start getting ready for a
celebration.
Love
Omar and
Marina
In SHARE 98
1.- The Benefits of Extensive
2.- A Recipe for Disaster in your
Classroom.
3.-
Youthspeak.
4.- FAAPI 2003 in
5.- Mabel Gallo elected to TESOL
Board of Directors.
6.- You got some marbles?
7.- Distance Education and
e-learning.
8.- E- Teaching Online.
9.- On Chomsky (2002).
10.- Licenciatura en Enseñanza del
Inglés en la UCALP.
11.- Seminario para Directores y
Coordinadores.
12.- News from Advice
13.- Job Opportunities at home and
abroad.
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1.- THE BENEFITS OF EXTENSIVE
In
our last issue we published the first part of this article that our dear SHARER
Mary Ryan from
The
Language Learning Benefits of Extensive
Paul Nation
Top
Ten California Youthspeak Words
1.
Hottie
Object of affection, either personally or in the cultural
milieu.
2.
For shizzle
Variation of ‘for sure’,popularized by rapper Snoop
Dogg.
3.
Tight
Replacing 'cool'.
4.
Phat
Way cool, as in ‘rolling phat’.
5.
Hella
An intensifier: “hella tight” or “hella
phat”.
6.
Wassup This
greeting refuses to die, entering mainstream
circles.
7.
Flow
Dinero, money. Originally from ‘cash flow’. Also,‘bank’ for lots of
flow.
8.
Poppins
Perfect. In the California Youthspeak version of Cockney rhyming slang
‘toppins’ rhymes with Poppins, which connotes Mary Poppins who was ‘perfect in
every way’.
9.
Bling bling The
sounds of diamond and gold jewelry clinking
together
10.
Stog
Cigarette, short for ‘stogy’.
Youthspeak Phenomenon of Note
Up
Talking
Ending all sentences with a rising inflection, as if asking a
question.
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4.- FAAPI 2003 IN
Once
again all of us teachers in
Whole".
One of the main
aims of FAAPI is to link and support English Language Teaching professionals in
Given the nature of this conference, participants are invited to submit
papers on the following areas:
-
Humanistic approaches to language teaching, learning and
assessing.
-
Teaching and learning
styles
-
Learner
autonomy
-
Learner centredness
-
Reflective
practice.
-
Group dynamics and cooperative
learning
-
Emotional intelligence in the
classroom
-
Interpersonal and
intrapersonal skills
-
Teacher’s beliefs and how they affect teaching and
learning
-
Personality profiles and how they influence the teaching and the learning
process
-
Professional
development
This
list is offered as a guideline for prospective contributors. The 2003 FAAPI
Conference aims at focusing on the
self, the ‘I’ of both teaching and learning, and is therefore concerned with Who
rather than with What or How. Who does the teaching? Who does the learning? What
is the nature of the relationship between both? Who chooses to teach and Why? In
accepting or rejecting a proposal, the main criterion will be the extent to
which the contributions seek to elucidate how taking into account the whole person will result in
meaningful teaching and learning.
ASPI together with the
Universidad Nacional de
Our dear SHARER
Ana Triboli from the Organizing Committee of FAAPI 2003 has sent us the FAAPI
Conference Call for Papers. You will find the Guidelines for Submission and the
Presenter´s form in the NEWSBOARD section of our Website: www.ShareEducation.com.ar where all
information concerning FAAPI 2003 will be displayed from now on till the time of
the pre-convention colloquium and the convention proper in
mid-September
For further information please
contact: Ana Triboli Pisi or Ines Amaduro at Phone: 0387 – 4394469 or e-mail: aspisalta2003@hotmail.com
------------------------------------------------------------------------
5.- MABEL GALLO ELECTED TO TESOL BOARD
OF DIRECTORS
Our dear SHARER and friend Mabel Gallo has been appointed to the TESOL
Board of Directors.
Our heartfelt congratulations to Mabel and our wishes of every success
for the benefit of our profession worldwide.
Below
is the text of the announcement and a message that our dear SHARER Vivien
Morghen of
En nombre de ICANA y Argentina
TESOL, nos hace muy
feliz compartir con ustedes la elección de Mabel Gallo como miembro de la Junta
Directiva de TESOL.
Mabel fue elegida para el
cargo de Director Serving as Affiliate Representative para el período 2003-
2006.
Este nombramiento es un
reconocimiento muy especial y merecido a Mabel en su destacada trayectoria y a
su querida persona. Buena suerte, Mabel!
Muchos cariños, Vivian
Morghen
President-Elect, 2003-2004 (to become
President 2004-2005)
Michele Sabino, University of Houston-Downtown, Houston,
Texas, USA
Director Serving as
Convention Chair, 2003-2006
Bill Eggington, Brigham Young University,
Provo, Utah, USA
Director
Serving as Director at Large, 2003-2006
Mary Ann Boyd, Illinois State
University Emerita, Towanda, Illinois, USA
Director Serving as Interest Section
Representative, 2003-2006
Jo Ann Miller, Universidad del Valle de
Mexico, Col. Copilco el Bajo, Mexico DF, Mexico
Director Serving
as Affiliate Representative, 2003-2006
Mabel Gallo,
Instituto Cultural Argentino Norteamericano, Buenos Aires,
Argentina
The 2003 Nominating
Committee will be chaired by JoAnn (Jodi) Crandall. Newly elected members are
Anna Uhl Chamot, Virginia LoCastro, Marcia Fisk Ong, and Nancy
Storer.
---------------------------------------------------------------
6-
YOU GOT SOME MARBLES?
Our dear SHARER Bethina Viale has sent us
this story with, as she says: “lots of love”.
It is a piece to think about as
you go about the busy-ness of living.
Smell the roses and enjoy family and friends.
You got some marbles?
The
older I get, the more I enjoy Saturday mornings. Perhaps it's the quiet solitude
that comes with being the first to rise, or maybe it's the unbounded joy of not
having to be at work. Either way, the first few hours of a Saturday morning are
most enjoyable.
A
few weeks ago, I was shuffling toward the kitchen with a steaming cup of coffee
in one hand and the morning paper in the other. What began as a typical Saturday
morning turned into one of those lessons that life seems to hand you from time
to time. Let me tell you about it.
I
turned the volume up on my radio in order to listen to a Saturday morning talk
show. I heard an older sounding chap with a golden voice. He was talking about
"a thousand marbles" to someone named "Tom." I was intrigued and sat down to
listen to what he had to say.
"Well, Tom, it sure sounds like you're busy with your job. I'm sure they
pay you well but it's a shame you have to be away from home and your family so
much. Hard to believe a young fellow should have to work sixty or seventy hours
a week to make ends meet. Too bad you missed your
daughter's dance recital." He continued, "Let me tell you something Tom,
something that has helped me keep a good perspective on my own priorities." And
that's when he began to explain his theory of a "thousand marbles."
"You
see, I sat down one day and did a little arithmetic. The average person lives
about seventy-five years. I know, some live more and some live less, but on
average, folks live about seventy-five years." "Now then, I multiplied 75 times
52 and I came up with 3900 which is the
number of Saturdays that the average person has in their entire lifetime.
Now stick with me Tom, I'm getting to the important part."
"It
took me until I was fifty-five years old to think about all this in any detail,"
he went on, "and by that time I had lived through over twenty-eight hundred
Saturdays. I got to thinking that if I lived to be seventy-five, I only had
about a thousand of them left to enjoy."
"So
I went to a toy store and bought every single marble they had. I ended up having
to visit three toy stores to roundup 1000 marbles. I took them home and put them
inside of a large, clear plastic container right here in my workshop next to the
radio. Every Saturday since then, I have taken one marble out and thrown it
away." "I found that by watching the marbles diminish, I focused more on the
really important things in life. There is nothing like watching your time here
on this earth run out to help get your priorities straight."
"Now
let me tell you one last thing before I sign-off with you and take my lovely
wife out for breakfast. This morning, I took the very last marble out of the
container. I figure if I make it until next Saturday then God has blessed me
with a little extra time to be with my loved ones...... "It was nice to talk to
you Tom, I hope you spend more time with your loved ones, and I hope to meet you
again someday. Have a good morning!"
You
could have heard a pin drop when he finished. Even the show's moderator didn't
have anything to say for a few moments. I guess he gave us all a lot to think
about.
I
had planned to do some work that morning, then go to the gym. Instead, I went
upstairs and woke my wife up with a kiss. "C'mon honey, I'm taking you and the
kids to breakfast." "What brought this on?" she asked with a smile. "Oh, nothing
special," I said. "It has just been a long time since we spent a Saturday
together with the kids. Hey, can we stop at a toy
store while we're out? I need to buy some marbles."
--------------------------------------------------------------------------------
7.- DISTANCE EDUCATION AND
E-LEARNING
Our
very dear friend and SHARER Susana Trabaldo has sent us this invitation:
www.net-learning.com.ar
tiene el agrado de invitarlo a la primera edición de 2003 de su curso en línea:
Diseño y desarrollo de proyectos de e-learning y educación a
distancia
Destinatarios:
Instituciones de educación que hayan adoptado la modalidad del campus
virtual y deseen capacitar a su personal.
Responsables de áreas de capacitación o recursos
humanos.
Profesores que deban desempeñarse como
tutores.
Profesionales involucrados en el desarrollo de cursos y elaboración de
contenidos.
Toda
persona interesada en conocer sobre educación a
distancia
Objetivos:
Presentar la modalidad de la educación a distancia y el
e-learning.
Describir los procesos y decisiones necesarias para su
gerenciamiento.
Proveer herramientas teórico-prácticas para el diseño de
cursos.
Guiar en la selección y elaboración de
materiales.
Brindar recursos para el seguimiento y evaluación de los
alumnos.
Asesorar en el uso de herramientas tecnológicas.
Contenidos:
Módulo 1. Porqué educación a distancia
* El
boom de la Educación a Distancia. Nuevos paradigmas generados por la NTIC.
entornos virtuales, educación en línea, e-learning, blended- learning. Ventajas
e inconvenientes para la instituciones que deseen implementar la
modalidad.
*
Innovadores mercados para la educación y la capacitación profesional continua.
Instituciones de EaD, mega universidades y organizaciones
internacionales.
*
Diseño de un proyecto de EaD: Áreas de la gestión. Pasos en implementación.
Claves básicas para el éxito.
Módulo 2. Enseñar y aprender
en un campus virtual
*
Cómo se aprende y se enseña en un campus virtual. Nuevos modelos
pedagógicos aplicados a lo virtual.
Particularidades de la formación de adultos. Desarrollo de competencias
complejas a distancia.
*
Aprendizaje cooperativo y colaborativo. Resolución de problemas, simulaciones,
método de casos. Desafíos de estudiar a
distancia.
Módulo 3. Diseño de la enseñanza. Materiales y recursos para la
EAD
*
Cómo planificar la enseñanza para un entorno en-línea. El equipo de producción
de materiales.
*
Desarrollo y procesamiento de los contenidos en diferentes soportes y formatos.
*
Elaboración de módulos autoinstructivos. Pasos y secuencias en el diseño de la
instrucción. Organizadores previos, ayudas textuales, multimedia, actividades
significativas.
*
Selección y evaluación de
materiales.
Módulo 4. El profesor/ tutor
*
Nuevos roles y funciones del profesor, el tutor y el alumno. Claves de una buena
tutoría : motivación y seguimiento del alumno. Selección y formación específica
del tutor.
*
Herramientas para encuentros
sincrónicos y asincrónicos. Estrategias de coaching y mentoring aplicados a la
EAD.
*
Diversidad del alumno, estilos e inteligencias.
Módulo 5. Tecnología al servicio del
aprendizaje
*
Software para el desarrollo del campus virtual. Plataformas, cómo son, qué
permiten hacer. Cómo elegirlas y evaluarlas.
*
Procesamiento de la palabra. Presentaciones
multimedia
*
Imágenes, sonido, vídeo, simulaciones, animaciones.
Módulo6. Evaluación y control de calidad del
proyecto
*
Técnicas e instrumentos para la evaluación y autoevaluación del
alumno.
*
Estándares de calidad para la evaluación de proyectos, cursos y carreras a
distancia.
Evaluación
Al
finalizar el curso lo invitaremos a presentar una propuesta personal de
aplicación de los contenidos desarrollados.
Tutores:
Equipo multidisciplinario de egresados del Master en EAAD de la UNED (
España) de la UOC (Cataluña) y la Open University (UK).Lic. Nancy Píriz, Lic.
Susana Trabaldo, Ing. Patricio Rey, Lic. Daniel Núñez, Lic Rosario
Vega.
Fecha de Inicio : 6 de Marzo 2003 Duración: 6
semanas
Costo: $125 (en Argentina) o U$S 50 (en otros países) - Descuentos
institucionales
Más
datos en: info@net-learning.com.ar o TE: (011) 791-6009 / (011)
4654-8945 /desde el exterior: +(54 11) 4791-6009 . www.net-learning.com.ar
--------------------------------------------------------------------------------
8.- E-TEACHING
ONLINE
Our dear SHARERS Patricia Salvador
& Alicia López Oyhenart write to us:
E-teachingonline.com.ar is back to assist teachers
After a one-month
summer break e-teachingonline.com.ar the magazine on line for English teachers
has returned to the Internet.
In
the February issue # 4 the emphasis is on supplying loads of resource material
for teachers to get ready for the 2003 school year. Plenty of Hints & Tips
will surely satisfy the necessary updating before classes begin.
At
the end of February in the March issue # 5 the usual Activities for Kids, Teens
and Adults will be present together with the Business section. There will be a
good selection of written exercises for each level mentioned to be taken to
class in the Take 5' section. Songs ppropriate for each level will also be
offered to add variety to the class.
New
areas will be added: EGB material and Pre-school activities will complete issue
# 5 thus covering every teacher needs.
As the Editorial
Group aims at reflecting what goes on in institutions they interviewed Verónica
Cameron Local Secretary of UCLES ESOL
Teachers will find news about scholarships, international exams,training
courses, a calendar of relevant events, book reviews, interviews with celebs and
personalities of the local ELT arena.
Beatriz K. de
Pena
There is also
a correspondent in
As
usual subscribers receive two full size posters by mail. The magonline has added
a CHAT section for teachers all over to contact one another. As from March there
will be an interactive connection with "The Typical Mistake" the radio
programme.
The
magazine, whose editors understand the needs of Argentine teachers, can be seen
at www.e-teachingonline.com.ar . It appears once a
month but its material is updated weekly.
--------------------------------------------------------------------------------
9.- ON CHOMSKY
(2002)
The following is a
reproduction of the review published in LINGUIST List: Vol-14-525.
Date:
From: Jonathan
White <jwh@du.se>
Subject: On
Nature and Language
Chomsky, Noam (2002) On Nature and Language.
Press, x+206pp, hardback
ISBN 0-521-81548-7, $60.00.
Reviewed by : Jonathan White,
CONTENTS
This
book evolved from a month's stay of Chomsky's at the
Belletti and Rizzi, with Chomsky
during his stay. Chapters two and three are described as immediately accessible
to the non-specialist. Chapter four is generally non-technical, but refers to
recent history and theoretical concepts within generative syntax. The final
chapter deals with Chomsky's views on politics.
Chapter 1: Editors'
introduction: some concepts and issues in linguistic theory
The introduction to this volume was written by Belletti
and Rizzi as a theoretical and historical background to the chapters that
follow. They start by placing generative linguistics within the study of the
human mind, comparing Chomsky's views with those of Saussure that language is a
social object. This leads to a discussion of the notion of Universal Grammar in
its general sense as found in language
acquisition, and in its technical implementation in the field of syntax,
as a recursive procedure for generating sentences in a language (see Chomsky
1981, 1986 for discussion). The syntactic theory deriving from this idea,
known as the Principles and Parameters framework, is presented with a number of
examples of linguistic variation worked through to illustrate the power of the
theory. Then the move to a minimalist view of language is discussed. The
principle differences between the approaches are highlighted. For example, the
new place assigned to economy conditions (Chomsky, 1991, 1993) and the use of
morphological features as triggers for movement processes. More recent
developments such as the idea of the phase (Chomsky 2000, 2001) are also
covered.
This is not in any way meant to be a full exposition of the
current state of the art in generative syntax, but as a summary it is well
presented and technical enough for students of linguistics. I would not like to
recommend it for those not on a course dealing with generative syntax since the
authors do throw in technical terms when discussing syntactic theory without any
further explanation - one such example is c-command. On the positive side
seminal works on the
various phenomena under discussion are given.
Although the list is not complete enough for the research student,
undergraduates would find this a valuable guide to important works in the field.
Chapter 2: Perspectives on language and mind
Next Chomsky sets his views on language in an historical
perspective taking the views of Galileo as a starting-point. Galileo was the
first to see that language involves a finite means of expressing an infinite
array of thought, an idea which became a central tenet of Port Royal
grammar
(Darwin noted some similar ideas through the study of evolution). Galileo argued
that the mind was similar to a complex mechanical machine contra Descartes, who
thought language was constrained by the body but was not caused by it. The other
important point to come out is that categories in science do not necessarily
have to conform to objects we intuitively ''see'' in reality. The function of
science is to form a body of doctrine, not to map reality. In conclusion,
Chomsky sees Galileo's contribution to the study of language as the realisation
that scientific study of the mind is not impossible, although it has only really
become possible in the 20th century. This chapter leads on nicely to the next
one, on the possibility of unification of studies of the human brain. I
will,therefore, comment on the two chapters together as a unit.
Chapter
3: Language and the brain
Here Chomsky compares the study of the mind with studies
in natural sciences like physics, chemistry and biology. There, he
notes,unification has been possible to a much greater extent. He argues for the
view that such unification is possible in the sciences of the mind as well. He
begins by repeating much of the discussion from the previous chapter on Galileo
- that is, that we should be seeking to devise intelligible theories, not to
understand reality. Chomsky's
point is that this was a debate that happened
in the natural sciences prior to unification, so he sees the current debate in
linguistics as a positive sign. The methodological position of ethologist Mark
Hauser is looked at next. This is that language, as with other ''communication''
systems in the animal world, should be studied from four perspectives. The first
two are that we should study the psychological mechanisms that implement the
system, and the genetic and environmental factors that cause it. Chomsky points
out that language is special from other communication systems, through
properties such as duality, etc., and so factors pertaining to
language may
not apply to all forms of communication. However, these factors are both of
primary concern to the linguist. The third factor we need to study, for Hauser,
is the effect of language on survival. Chomsky's view is that this is too narrow
for language, although it can be studied. The final factor is evolutionary
history, which Chomsky argues seems a difficult area for study, and not one that
language would advance. The final view covered here is that of
C. R.
Gallistel. He argues for a modular approach to language, the most similar to
Chomsky's own views. Chomsky's overall position from these two chapters is a
positive one, namely that unification is an attainable goal in the sciences of
the mind, even if we cannot see how to do so at this moment.
It is these
two chapters that were the most interesting for me as a linguist. Putting the
study of language in the context of developments in science in general is an
important and not often done task. The parallels between natural sciences and
sciences of the mind are striking and give one a positive view of the future
prospects for unification of these fields.
Chapter 4: An interview on
minimalism
The final chapter dealing with linguistic issues takes
the form of an interview between the editors of the book, Belletti and Rizzi,
and Chomsky. The major theme of the interview, following on from the
chapters on Galileo and the study of the mind, is that linguistics is
a
developing field and that the questions we are asking have only become possible
through changes in theoretical perspectives. Thus, the view prior to Chomsky's
systems are actually well designed for use by the interpretative
systems. Another consequence of changes in theory is that a lot of questions we
used to ask are not so relevant now, such as the specifier/complement
distinction, now redundant in the bare phrase structure system. A fact dealt
with is whether this radical questioning of our theoretical beliefs is a sign of
a healthy
discipline. Chomsky's strong answer is yes. Without questioning our
assumptions, we can never move forward, and the long-term goal of unification
with the sciences of the mind will never be attained.
I believe that the
earlier sections of this chapter would be the most interesting for students
learning about the minimalist program. The change in research questions is well
set out and clearly described. Later on, things get heavier. I am not certain
what linguists would gain from the detailed descriptions of work that has gone
on in the natural sciences. Despite these questions, the point this
chapter, and indeed the whole book, makes is clear: that change
in linguistic
theory is healthy, and we are able to ask deeper questions now than we have ever
been able to ask.
Chapter 5: The secular priesthood and the perils of
democracy
Chomsky turns his attention here to the so-called
''secular priesthood'', intellectuals who were apologists for the Communist
regime and its actions. He believes that a similar group
exists
nowadays who defend the American government. Chomsky cites a number of
cases of abuses of power abroad by
GENERAL EVALUATION
I
would certainly recommend this book for postgraduates and researchers as a
valuable discussion of scientific methodology as applied to syntax, and as an
historical summary of changes in the field. For undergraduates, though, I would
be more selective. Certainly, the first chapter and the first part of the last
chapter would be relevant for students on introductory courses in minimalism.
The presentation of the change in viewpoint from Principles and Parameters to
minimalism is clear, and includes some very pertinent examples. The middle
two chapters would be relevant for people interested in the history of science
and thought, where the parallels in the development of linguistics and the
natural sciences are particularly interesting. There are unfortunately places
where Chomsky presents certain conclusions as self-evident, but the relevant
argumentation would be beyond the students. Thus, my view is that
this
would be a good reference book for undergraduates wanting to get an idea of the
''bigger picture''. My overall evaluation is that this is an interesting and
thought-provoking book, which presents a very hopeful view for the possibility
of unification with other brain sciences.
REFERENCES
Chomsky, Noam
(1981) Lectures on government and binding.
Chomsky, Noam (1986)
Knowledge of language.
Chomsky, Noam (1991) Some notes on economy of derivation and
representation. In The Minimalist Program. Chomsky (ed.).
Chomsky, Noam (1993) A minimalist program for
linguistic theory. In The view from Building 20. Hale and Keyser (eds.).
Chomsky, Noam (2000) Minimalist
inquiries: the framework. In Step by step: Essays in minimalist syntax in honor
of Howard Lasnik. Martin,Micheals and Uriagereka (eds.).
Chomsky, Noam (2001) Derivation by phase. ms.
MIT.
About the reviewer:
The reviewer's research interests
include phrase structure, syntax and semantics of adverbials, interfaces between
syntax and semantics and between syntax and morphology.
----------------------------------------------------------------------------------------------
10.- LICENCIATURA EN ENSEÑANZA DEL INGLES EN
LA UCALP
La Facultad de Humanidades de la Universidad Católica de La Plata,
comunica a los interesados a inscribirse a la carrera de Licenciatura en la
Enseñanza del Inglés, que la misma cuenta con la aprobación del Ministerio
de Educación, Ciencia y Tecnología de la Nación, mediante Resolución nª
93/02.
En lo que refiere al desarrollo de la misma, se dictará los días sábados
a partir del segundo cuatrimestre del año 2002, con módulos horarios que
permiten el máximo aprovechamiento dentro de una distribución armónica de las
asignaturas.
El cuerpo de Profesores ha sido seleccionado teniendo en cuenta la
envergadura del proyecto académico que ponemos en marcha.
En la certeza de que esta experiencia académica da respuesta a una
demanda instalada desde hace mucho tiempo en el ámbito del Profesorado, nos
ponemos a disposición de los
aspirantes para lo que consideren pertinente: Calle 13 Nro 1227 entre 57 y 58 La
Plata. TE: 0221- 4227100. e-mail: humanidadessecretaria@ucalp.edu.ar
Plan
de Estudios
Primer cuatrimestre
1.1.
Antropología Filosófica
1.2.
Filosofía de la Educación
1.3.
Metodología de la Investigación
1.4.
Corrientes de la Literatura en Lengua Inglesa
1.5.
Psicolingüística
1.6.
Gramática Española
Segundo cuatrimestre
2.1.
Teología
2.2.
Filosofía del Lenguaje
2.3.
Análisis del discurso
2.4.
Literatura Inglesa I: seminario
2.5.
Estructuras Lingüísticas Comparadas español-inglés
Tercer cuatrimestre
3.1.
Ética y Deontología
3.2.
Investigación Educativa Aplicada
3.3.
Enseñanza de la Lengua Inglesa para Propósitos Específicos
3.4.
Literatura Inglesa II: seminario
3.5.
Diseño y Desarrollo de Cursos Aplicados a la Enseñanza del inglés
Cuarto cuatrimestre
4.1.
Pasantías-Tutorías-Adscripciones en el nivel superior
4.2.
Tesis
Destinatarios: Podrán realizar esta la carrera los profesores de inglés
con Títulos otorgados por
Universidades Nacionales, de Gestión Estatal o Privada.-Institutos de
Enseñanza Superior no Universitaria, de carrera de cuatro años de
duración
In
a special issue of SHARE NEWS we will publish more about the academic offer of
UCALP for 2003.
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11.- SEMINARIO
Our dear SHARER
Lic. Oscar Molina,
Director de Marketing y Difusión - Acuarell Consultores has an announcement to
make:
PRIMER SEMINARIO INTENSIVO PARA DIRECTORES Y COORDINADORES DE
INSTITUCIONES EDUCATIVAS
La
selección de los docentes que conformaran el staff de la institución requiere no
solamente una evaluación de desarrollo académico y experiencia, sino tambien el
"rasgos de personalidad" pues es este último aspecto el que determinará un
escenario armónico en el ámbito laboral, pero, ¿conoce Ud los rasgos centrales
de los integrantes de su staff?, sabe Ud. que los motiva?, cómo reaccionan ante
la presión laboral? Qué tendencia adoptarán para manejar conflictos en el aula?.
Le ofrecemos la oportunidad de acceder a un método de alta confiabilidad, basado
en la experiencia empírica de los temperamentos
humanos
DSM
-TEST DE RASGOS DE LA PERSONALIDAD - -MODELOS TEMPERAMENTALES
–
El
éxito de un Director o Coordinador tiene una directa relación con el
conocimiento de los perfiles de personalidad de su grupo laboral, porque le
permitirá establecer como motivar, como incrementar la energía laboral, reducir
los niveles de conflictos, aumentar el caudal creativo y establecer estrategias
para manejar situaciones que devienen de la interacción de las
personas.
Contenidos:
*
Implementación, lectura e interpretación de DSM, herramienta mundial de
Diagnósticos y Estádisticas de la Psicología y Psiquiatria
moderna.
*
Analisis de perfiles y modelos temperamentales.
*
Modelos de personalidad: perfil intelectual - perfil emocional - perfil
conductual - Manejo de la Presión y Stress - Manejo de la diversidad -
Comportamiento ante la autoridad - Preferencias Laborales - Manejo de conflictos
- Manejo de desafios - Atención a los detalles - Empatía - Vocación de
servicio.
8 DE
MARZO 10 a 18hs. En CABILDO SUITES - Av. Cabildo 1950 Buenos Aires.
Inversión: $85 - suscriptores Share: $
75
Un
aspecto imprescindible para aplicar una capacitación de alto nivel es poder dar
la mejor calidad posible, tanto en el ámbito académico como en el personal, por
ello vamos a trabajar con un grupo muy reducido de participantes (40
asistentes), lo que permite ofrecer una formación muy
personalizada.
Información e Inscripción: ACUARELL Consultores - 4823-9315 -acuarellinfo@ciudad.com.ar
--------------------------------------------------------------------------------
12.- NEWS FROM ADVICE
Our
very dear friends from Advice
Por
este medio confirmamos la nueva dirección de Advice en
Corrientes:
SAN
JUAN 580 - 3400 CORRIENTES
TEL:
03783 - 156 09066
TELEFAX:
03783-03783- 430589. Nuevo
teléfono
EMAIL: advicecorrientes@ciudad.com.ar
Por
razones de fuerza mayor el antiguo teléfono de ADVICE (03783 - 436034) queda
anulado.
--------------------------------------------------------------------------------
13.- JOB OPPORTUNITIES AT HOME AND ABROAD
Practicum
Teacher for College required in Patagonia
Instituto
Salesiano de Estudios Superiores (Río Gallegos –
NNS
(non-Native Speaker) ESL teacher
assistance required in
We
are offering Non Native Speakers ESL teachers airfare, accommodation and access
to
the TESL teacher training seminars in
If you have the summer available, like kids, want
to live/work in an English immersion environment - this could be ideal for you.
Please write to us for additional details: K.Ross at
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Time
to say goodbye again. This week we want to leave you two short quotations to
reflect upon. They should undoubtedly be engraved on the doors of every
classroom as we are absolutely convinced they are deeply engraved, in one way or
another, in every teacher´s heart:
"There is hunger for ordinary bread, and
there is hunger for love, for kindness, for thoughtfulness."-- Mother
Theresa.
"Man becomes great exactly in the degree to
which he works for the welfare of his fellow man."
-- Mahatma Gandhi.
HAVE
A WONDERFUL WEEK!
Omar
and Marina.
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SHARE
is distributed free of charge. All announcements in this electronic magazine are
also absolutely free of charge. We do not endorse any of the services announced
or the views expressed by the contributors. For
more information about the characteristics and
readership
of SHARE visit:
http://www.groups.yahoo.com/group/ShareMagazine
VISIT OUR WEBSITE
: http://www.shareeducation.com.ar
There you can read all past issues
of SHARE in the section SHARE ARCHIVES.
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