SHARE
An Electronic Magazine
by Omar Villarreal and Marina Kirac ©
Year 7
Number 164 April 30th 2006
10,155 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,
Half way through the long weekend (our weekend starts
on Sunday as we both work all Saturday at Licenciatura)
and it feels so good knowing we have one whole free day ahead. And no Sunday
evening blues even when it is positively Sunday!
We are happy we have managed to tie up another issue
of SHARE and to make it one that we like too (which is no small deal as Omar
is never completely satisfied) and in good time for you to have it in your
mailboxes tomorrow and celebrate Labour Day reading SHARE. This suggestion
was meant as a joke, obviously, but it would not be such a bad idea if it
is still rainy and unpleasantly cold as today. Anyway, here´s
SHARE once again as many other weekends of all these happy years with you.
Two dear friends will come to dinner today. I must get
things ready. I´ll leave the final editing to Omar
(He hates that part of the story!).
Have a great “shorter” week!
Omar and Marina
______________________________________________________________________
In SHARE 164
2. The
End of English as a Foreign Language.
3. Vocabulary on the Football World Cup.
5. Dr Lynne Diaz-Rico at the Buenos Aires Book Fair.
6. ACPI Course on Reading Comprehension
7. Literature in the ELT Class and Literature
in Higher Education.
8. Teacher Update Courses
at Asociación Ex-Alumnos Lenguas Vivas.
9. The
10.
Curso de Posgrado por
11. Online
Courses for Teachers of English.
13. Workshops and Lecture on Testing.
14. Tea and
15. Annual
APPI Congress of Teachers of English.
16. News from
The
17.
Postergan las fechas de las vacaciones de invierno
------------------------------------------------------------------------
1.- A RANGE OF TEACHING METHODOLOGIES
Our
dear SHARER Fabian Wallace has sent us this article
from the latest issue of the English Teaching Professional for reproduction:
Multiple-choice Methodologies
By Jane Revell
First published in ETp,
issue 43, March 2006
I was utterly bewildered and overwhelmed.
It was 15 October 2005 and I was struggling my way around the book exhibition
at KoTesol in
I have had a break from ELT of several
years and have some catching up to do. Going back over past issues of ETp, I am struck by the multitude of exciting ideas shared
and the wealth of good practice available. And I ask myself that same question
again: 'How do
teachers even begin to make choices about what to do in the classroom?'
Paralysis
Well, perhaps we don't. It's true that
most of us like to know about recent theories and to keep informed and
up-to-date, yet we don't always actually want to put the ideas into practice.
There can be many reasons for this, but often the reason is quite simple:
knowing about and doing are different and we're quite happy carrying on doing
more or less what we're used to, doing mostly what is familiar and safe.
Well, perhaps we don't. It's true that
most of us like to know about recent theories and to keep informed and
up-to-date, yet we don't always actually want to put the ideas into practice.
There can be many reasons for this, but often the reason is quite simple: and
are different and we're quite happy carrying on doing more or less what we're
used to, doing mostly what is familiar and safe.
But there's no doubt that if we do want to
implement new ways of teaching, then too many choices can lead to complete
paralysis - and perhaps a slight feeling of inadequacy in the face of so much
brilliance!
Preferences
One area where the abundance of choice is
evident is the different learning styles methodologies: how teachers need to
take account of their learners' preferences in taking in and processing
information, in interacting with other people and so on. In recent issues of ETp, for example, Herbert Puchta
has written very compelling articles on the advantages of working with Multiple
Intelligences in the classroom.
Interestingly, Jim Wingate wrote about
Multiple Intelligences in the very first two issues of ETp
almost a decade ago. Since then, others (including myself) have written about
brain-friendly teaching, NLP (Neuro-Linguistic
Programming), Spiral Dynamics and many more. All of these articles contribute
to our knowledge of how our brain works and how people learn, and in doing so, potentially make teaching and learning richer, more
effective, more rewarding ... and infinitely more complex.
Problems
Teachers already have lots of balls to
juggle in the classroom: accuracy and fluency; the four skills; grammar,
pronunciation and vocabulary; the coursebook and supplementary
materials; maintaining motivation with the demands of a syllabus and exams;
mixed-ability classes; group needs and individual needs; discipline issues and
learners who behave disruptively (and possibly even bosses, colleagues or
parents who behave disruptively too!).
Teachers already have lots of balls to
juggle in the classroom: accuracy and fluency; the four skills; grammar,
pronunciation and vocabulary; the coursebook and
supplementary materials; maintaining motivation with the demands of a syllabus
and exams; mixed-ability classes; group needs and individual needs; discipline
issues and learners who behave disruptively (and possibly even bosses,
colleagues or parents who behave disruptively too!).
In addition to all of this, we might or might
not wonder from time to time whether we should be using a lexical syllabus or
task-based learning, as we search desperately for the class CD and worry about
how on earth we are going to get little Sam to the dentist on time.
Pointers
So are there any solutions? And if so,
what are they? Well, I don't know that there are necessarily 'solutions', so
much as other possible ways of thinking about things.
If you can begin to think differently about
something, you inevitably begin to feel differently about it and are also ableto do something different in relation to it.
So are there any solutions? And if so,
what are they? Well, I don't know that there are necessarily 'solutions', so
much as other possible ways of thinking about things.If
you can begin to differently about
something, you inevitably begin to differently about it and are also ableto different in relation to it.
This is the NLP 'Mercedes' Model. It says
that if you change any one of the three elements, then the other two will also
change because, as part of the same system, they are all interconnected. Here
are some ways of thinking that might be useful in helping you feel different
and do something else.
Recognise just how much you
are already doing.
Not just in terms of juggling all the
things - and more - mentioned above, but notice as well how your classroom
methodology already reflects many of the suggestions of different learning
style theories. For example, when I first came across the NLP theory of sensory
preferences, about 15 years ago, and became aware of the importance of teaching
in a multi-sensory way (ie making sure that learners
receive a variety of input through different channels: visual, auditory and
kinaesthetic), I realised I was doing that anyway. And, like many other
teachers and trainers, I had been doing it for years - for other reasons. The
new framework was not superfluous, however. What it did was validate my
classroom and training practice and reassure me that I was doing some good
stuff. It added a new rationale and dimension to what I was doing, encouraging
me to be more creative and take more risks in trying things out.
Observe points of overlap.
Ideas recur in the different theories, so
begin by putting those ideas into practice. If I come across an idea just once,
I may or may not take any notice of it, but if I encounter it (or something
very similar) several times, coming from completely different sources, then it
begins to have more credibility for me.
Ideas recur in the different theories, so
begin by putting ideas into practice. If I come across an idea just once, I may
or may not take any notice of it, but if I encounter it (or something very
similar) several times, coming from completely different sources, then it
begins to have more credibility for me.
I am certainly not an expert in all the
different learning theories, but I have noticed one or two patterns that seem
to crop up more frequently than others, and often enough to make me want to
take action.
The person skills
One of these is the distinction that
Howard Gardner makes in his Multiple Intelligences between intrapersonal and
interpersonal intelligence. The second might be over-simply defined as good
rapport skills coupled with a real need for, and enjoyment of, other people's
company. The first is an enhanced ability for self-awareness and a need and
pleasure in being alone. Well, these two intelligences together pretty much
make up what Daniel Goleman calls 'Emotional
Intelligence' and they are also quite close to the 'Extrovert/Introvert'
dimensions in the MBTI (Myers Briggs Type Indicator) which are to do with
whether we tend to get our energy from other people or from within ourselves.
In addition, intrapersonal and interpersonal tie in with several of the NLP metaprograms, most closely with our preferred style of
working: co-operative (as an equal part of a team), proximity (as a leader of
others) or independent (alone) and also with the proactive (go for it) /
reactive (think about it) program.
One of these is the distinction that
Howard Gardner makes in his Multiple Intelligences between inpersonal
and inpersonal intelligence. The second might be
over-simply defined as good rapport skills coupled with a real need for, and
enjoyment of, other people's company. The first is an enhanced ability for
self-awareness and a need and pleasure in being alone. Well, these two
intelligences together pretty much make up what Daniel Goleman
calls 'Emotional Intelligence' and they are also quite close to the
'Extrovert/Introvert' dimensions in the MBTI (Myers Briggs Type Indicator)
which are to do with whether we tend to get our energy from other people or
from within ourselves. In addition, intrapersonal and interpersonal tie in with
several of the NLP metaprograms, most closely with
our preferred style of working: (as an equal part of a team), (as a leader of
others) or (alone) and also with the (go for it) / (think about it) program.
The intrapersonal/interpersonal
distinction has implications for how we set up activities in class. We've
become good over the years at organising learners into groups and pairs to
collaborate on tasks, but now we find that some learners really value their
privacy and space. I have personally experienced this need for a certain amount
of 'independence' as a learner for years ('Oh no, please don't ask me to
"share" with my neighbour again!'), but I always thought that
everybody else must be quite happy. Apparently not.
Once you realise how important it is to
ensure adequate provision for learners to reflect and work on their own as well
as with each other, it isn't difficult to re-adjust. One thing you can easily
do is give learners 'alone thinking time' before any interactive task: 'Before
you begin to discuss this in your group, take two minutes to think about it on
your own. Write notes if you want to.'
The 'K' factor
A second recurring theme in many of these
theories is 'K': K for kinaesthetic in the NLP sensory preferences theory, B-K
for bodily-kinaesthetic in Multiple Intelligences and K for kinesiology in
educational kinesiology, more commonly known as brain gym. This also links in
with movement as being an essential ingredient of brain-friendly teaching (see
Mark Fletcher's article in Issue 1 of ETp) and with
all the philosophies, ancient and modern (and including current stress
management theory), that tell us that mind and body are connected and part of
the same system.
A second recurring theme in many of these
theories is 'K': K for in the NLP sensory preferences theory, B-K for in
Multiple Intelligences and K for in educational kinesiology, more commonly
known as . This also links in with movement as being
an essential ingredient of brain-friendly teaching (see Mark Fletcher's article
in Issue 1 of ET) and with all the philosophies, ancient and modern (and
including current stress management theory), that tell us that mind and body
are connected and part of the same system.
'Yes, we know all that,' I hear you cry.
And are you actually applying that knowledge in the classroom? There are
certainly lots of good reasons not to: K activities can be noisy, chaotic, timeconsuming, hard to find space for, perceived as
childish, dismissed as trivial and so on. There are, however, many more good
reasons to use them judiciously as part of your approach, not just at primary
and secondary, but also at tertiary level. The overriding reason is that
movement helps learners learn much better. Not just those groups of learners
with a K or B-K preference, but all learners.
This doesn't mean you have to get learners
leaping about with every single activity, but it could mean, if you're not
already doing so, that you make sure you balance fairly static activities with
more physical ones like roleplays, mingles, running
dictations and so on. It could also mean that you 'punctuate' sedentary periods
with opportunities to stand up and stretch, walk around or do exercises or
brain gym. In order to get students to cooperate happily, it helps to tell them
why (at any age) and also to ask them what benefits they notice themselves.
Aim
long-term.
Think about what is ultimately important
in order to begin thinking short-term. To do this is to put into practice
Stephen Covey's second and third habits for highly effective people:
'Begin with the end in mind' and 'Putfirst things first.' Sometimes we're so busy day to day
that it's hard to see the wood for the trees. Step back and ask yourself where
you're heading with a particular class. What is your overall aim in teaching
them? What is their overall aim in learning? If you haven't done this before,
writing things down can often help clarify your thoughts.
Once you're clear about the long-term big
picture, it becomes easier to select what is most useful to you in the short
term in order to move in the right direction. Which, out of all the frameworks
and ideas you're presented with, are the ones which are going to be the most
helpful in achieving what you want in your teaching?
(These kinds of questions are, of course,
hugely useful when applied to your own personal life - if you ever have a
moment to sit down and reflect on them!)
Do it yourself.
Use the ideas first and foremost on
yourself. Remember two things. The first thing is that none of these learning
theories are absolute truths. They are possible models or ways of thinking
which can be useful. The second thing is that these theories are talking about
preferences rather than hard and fast categories fixed for all time. Their aim
is not to pigeon-hole people, put us in boxes and label us, but to serve us as
an evolutionary guide. Their chief usefulness is, in my opinion, to give us
important conscious insights into how we tend to behave unconsciously, and to
enable us to make changes if we wish to. All of the theories provide us with a
profile of our own strengths and, by implication, our weaknesses. With this, we
are not just able to play to our strengths more confidently, but we can also
work on our weak areas. By doing so, we become more flexible and enrich our
experience. And once we have used any theory in our own personal development,
we are, anyway, in a far better position to apply it to the classroom.
In conclusion, don't despair about the
wealth of ideas and advice out there. Be bold, turn it
to your advantage. I was driving with my son, Max,
yesterday and he asked me about the article I was writing. I gave him the gist
and he said, 'That's Multi-Option Inertia, MOI.' 'Really?' I exclaimed. 'Is that a well known thing, then?'
'No,' he laughed. 'I just made it up.' But he got me wondering what an
alternative to MOI might be. And suddenly, there it was in right front of me.
The ROAD ahead!
Recognise just how much you are already
doing.
Observe points of overlap.
Aim long-term.
Do it yourself.
About the author
Jane Revell is a
well-known teacher, trainer and coursebook writer
with over 30 years' experience in ELT.
She is also an NLP Master Practitioner and Trainer, a Myers Briggs
assessor, co-author of In Your Hands and Handing Over and author of Success
over Stress (all Saffire Press). She runs workshops
all over the world and teaches English and runs NLP summer courses at her home
in
For subscription to Etp,
please contact Mr. Wallace at mep@wallaceconsulting.com.ar or visit: www.eltevents.com.ar
------------------------------------------------------------------------
2.- THE END OF ENGLISH AS A FOREIGN LANGUAGE
English Next was commissioned by the
British Council and written by researcher David Graddol
- a British applied linguist, well known as a writer, broadcaster, researcher
and consultant on issues relating to global English.
The report draws attention to the
extraordinary speed of change to issues affecting English identified in the
1997 publication: The Future of English?
The new report argues that we are already
in a very new kind of environment and a new phase in the global development of
English. What are the new rules and who will be the winners and who will be the
losers? In this new study David Graddol suggests some
of the answers by analysing demographic and economic trends in the Twenty
First-Century which affect Global English and language policies worldwide and
will influence its future.
Read English Next (1.89MB - PDF) and find
out why global English may mean the end of English as a foreign language. http://www.britishcouncil.org/learning-research-englishnext.htm?mtklink=learnng-research-english-next
Which model?
LEARNING ENGLISH
There is no single way of teaching
English, no single way of learning it, no single motive for doing so, no single syllabus or textbook, no single way of assessing
proficiency and, indeed, no single variety of English which provides the target
of learning. It is tempting, but unhelpful, to say there are as many
combinations of these as there are learners and teachers. The proliferation of
acronyms in ELT reflects this diversity of models.
By a 'model' I do not mean a particular
variety of English - such as US or British
- though
selection of a particular variety may play a role. By a 'model' of English I
mean a complex framework, which includes
issues of methodology and variety, but goes
beyond these to include other dimensions of the
context and practice of learning
English (see box, right).
It is becoming clear that these issues are
not easily separable. The appropriateness
of content clearly depends on such things as
the age of the learner and whether English is to be used primarily as a
language of international communication or for survival communication with
native speakers, perhaps whilst on holiday in the
This is why I have identified broad models
which can be thought of as configurations
of the factors listed in the box.
There are many stakeholders involved in
the teaching and learning process, each of
whom may have a different view. Learners,
their families, teachers, governments,
employers, textbook publishers, examination
providers - all now possess an interest
in the English language business.
There is, of course, a great deal of
debate, often lively, about the best methods and
approaches for teaching English. But much of this
debate is cast within only two
models: the teaching of English as a foreign
language (EFL) and the teaching of English
as a second language (ESL).
The EFL Tradition
EFL, as we know it today, is a largely
19thcentury creation, though drawing on centuries
of experience in teaching the classical
languages. EFL tends to highlight the importance of learning about the culture
and society of native speakers; it stresses the centrality of methodology in
discussions of effective learning; and emphasises the importance of emulating
native speaker language behaviour.
EFL approaches, like all foreign languages
teaching, positions the learner as an outsider,
as a foreigner; one who struggles to attain
acceptance by the target community.
There is an extraordinary diversity in the
ways in which English is taught and learned around the world, but some clear orthodoxies have arisen. 'English as a Foreign Language' has
been a dominant one in the second half of the 20th century, but it seems to be
giving way to a new orthodoxy, more suited to the realities of global English.
EFL approaches, like all foreign languages
curriculums, position the learner as an outsider
The target language is always someone
else's mother tongue. The learner is constructed
as a linguistic tourist - allowed to visit,
but without rights of residence and
required always to respect the superior authority
of native speakers.
What makes a model of ELT?
Each model may vary in terms of: What
variety of English is regarded as authoritative?
Which language skills are most important (
What is regarded as a suitable level of
proficiency? How and where will the language be used? Is the motive for
learning largely 'instrumental' or also 'integrational'?
At what age should learning begin? What is
the learning environment (Classroom
only? Family? Media? Community?) What are the
appropriate content and materials for the learner? What will be the assessment
criteria? What kind of exams?
Designed to Produce Failure
Modern foreign languages, English amongst
them, have traditionally belonged to the
secondary school curriculum, with learners rarely
starting study before the age of 11
or 12. They have focused on the language as
a timetabled subject, with stress on such
things as grammatical accuracy, native
speaker-like pronunciation, and literature.
When measured against the standard of a
native speaker, few EFL learners will be
perfect. Within traditional EFL methodology there
is an inbuilt ideological positioning of
the student as outsider and failure – however
proficient they become.
Although EFL has become technologised, and has been transformed over the years
by communicative methods, these have led
only to a modest improvement in attainment
by learners.
The model, in the totality of its
pedagogic practices, may even have historically evolved to produce perceived
failure.
Foreign languages, in many countries, were
largely learned to display social position
and to indicate that your family was wealthy
enough to have travelled to other countries.
Even if you do not accept the argument
that the tradition is ideologically designed as a
gatekeeping device which will help the formation of
elites, it is nevertheless true that
the practice of EFL can and does tolerate
high levels of failure. In those countries
where passing English exams has been made a
condition of promotion or graduation,
it has often led to considerable stress and
resentment by learners, rather than
significantly enhanced levels of proficiency.
In recent years, several developments in
the practice of ELT have started to take ELT
in new directions. The European 'language
portfolio', for example, attempts to record
a learner's experience and achievement in
non-traditional ways. The Common European
Framework of Reference for languages
(CEFR) which attempts to provide a uniform
approach to attainment levels across all
languages, employs the concept of 'can do'
statements rather than focusing on aspects of
failure. Such developments illustrate the
way that ELT practices are evolving to meet
new social, political and economic expectations and I believe significantly
depart from the traditional EFL model, even where that term is still employed.
English as a Second Language
In contrast to EFL, one of the defining
features of teaching English as a second
language is that it recognises the role of English
in the society in which it is taught.
Historically, there have been two major
strands of development in ESL, both dating
from the 19th century.
The first kind of ESL arose from the needs
of the
people sufficient English to allow the
administration of large areas of the world
with a relatively small number of British
civil servants and troops. The imperial strategy
typically involved the identification of an
existing social elite who would be offered
a curriculum designed to cultivate not just
language skills but also a taste for British
- and more
generally western - culture and values. Literature became an important
strand in such a curriculum and a literary canon
was created which taught Christian
values through English poetry and prose.
Such an approach to ESL helped widen
existing divisions within colonial society through the means of English. In
postcolonial contexts today, the use of English is still
often surrounded by complex cultural politics
and it is proving surprisingly difficult to
broaden the social base of English speaking even
where English is used as the language
of the educated middle classes. For many
decades, no more than 5% of Indians, for
example, were estimated to speak English, even
though it plays an important role in
Indian society.
In colonial times there was no strong need
to impose a metropolitan spoken standard
and many local varieties of English emerged -
the so-called 'New Englishes' - from
contact with local languages. Many new Englishes have since flourished, and have
developed literatures and even grammar books and
dictionaries.
In ESL countries, children usually learn
some English informally before they enter
school, so that the role of the classroom is
often to extend their knowledge of the
language. Where there exists a local, vernacular
variety of English, a major role of
the classroom is teaching learners a more
formal and standard variety.
The ecology of English in such countries
is a multilingual one where English is associated
with particular domains, functions and social
elites. A related characteristic of ESL societies is code-switching: speakers
will often switch between English and other
languages, even within a single sentence. Knowledge
of code-switching norms is an essential part of communicative competence in
such societies.
A quite different approach to ESL arose in
the
ESL in such contexts must also address
issues of identity and bilingualism. Some
learners - even in the
Many live in ethnic communities in which
many of the necessities of daily life can be
conducted within the community language.
Furthermore, in most such communities standard English is only one of the varieties
of English which learners need to command.
Often, there exist local as well as ethnic
varieties of English - such as Indian or Jamaican English in
The learning of English for ESL students
is often a family matter, with different generations speaking with different
levels of competence
- even different
varieties of English
- and acting as
interpreters as necessary for less-skilled family and community members.
Translation and interpreting are important
skills for ESL users, though not always well
recognised by education providers.
Where ESL is taught to immigrants entering
English-speaking countries it is not
surprising that a key component in the curriculum is
often 'citizenship': ensuring that
learners are aware of the rights and obligations
as permanent residents in English speaking countries. Citizenship rarely
figured in the traditional EFL curriculum.
Global English brings New
Approaches
EFL and ESL represent the twin traditions
in ELT, both with roots in the 19th century.
It seems to me that in the last few years
pedagogic practices have rapidly evolved
to meet the needs of the rather different
world in which global English is learned
and used. In the next few pages, I discuss
three new models of English which I believe
represent significant departures from both
traditional EFL and ESL.
Content and language
integrated learning (CLIL)
CLIL is an approach to bilingual education
in which both curriculum content - such as Science or Geography – and English
are taught together. It differs from simple English-medium education in that
the learner is not necessarily expected to have the English proficiency required
to cope with the subject before beginning study. Hence, it
is a means of teaching curriculum subjects
through the medium of a language still being
learned, providing the necessary language support
alongside the subject specialism.
CLIL can also be regarded the other way
around - as a means of teaching English
through study of a specialist content.
CLIL arose from curriculum innovations in
Finland, in the mid 1990s, and it has
been adopted in many European countries,
mostly in connection with English. There is
no orthodoxy as to how, exactly, CLIL should
be implemented and diverse practices have
evolved. CLIL is compatible with the idea of JIT
education ('just in time' learning) and is
regarded by some of its practitioners as the ultimate communicative methodology.
Teaching curriculum subjects through the
medium of English means that teachers
must convey not only the subject content and
disciplinary language but also the practical
problem-solving, negotiations, discussions and classroom
management in ways that characterise disciplinary pedagogic practices. In that
sense it differs from ESP.
In most cases, CLIL is used in secondary
schools and relies on basic skills in English
being already taught at primary level.
CLIL changes the working relationships
within schools, and requires a cultural change of a kind which is often
difficult to bring about within educational institutions.
English teachers have to work closely with
subject teachers to ensure that language
development is appropriately catered for and this
implies making sufficient non-contact
time available for planning and review.
English teachers may largely lose their
'subject' as a timetabled space and may take on
a wider support and remedial role.
For these reasons, although CLIL seems now
to be growing quite fast in some countries,
it is doing so organically rather than
within 'top-down' reform programmes. CLIL is
difficult to implement unless the subject teachers
are themselves bilingual.
When English is developed within a CLIL
programme, assessment of English proficiency is made partly through subject
assessment.
Content and language integrated learning
(CLIL) has emerged as a significant curriculum trend in
An inexorable trend in the use of global
English is that fewer interactions now involve a native-speaker. Proponents of
teaching English as a lingua franca (ELF) suggest that the way English is
taught and assessed should reflect the needs and aspirations of the
ever-growing number of non-native speakers who use English to communicate with
other non-natives.
Understanding how non-native speakers use
English among themselves has now become a serious
research area. The Vienna-Oxford International Corpus of English (VOICE)
project, led by Barbara Seidlhofer, is creating a
computer corpus of lingua franca interactions, which is intended to help
linguists understand ELF better, and also provide support for the recognition
of ELF users in the way English is taught.
Proponents of ELF have already given some
indications of how they think coventional
approaches to EFL should be changed. Jenkins (2000),
for example,argues for
different priorities in teaching English pronunciation.
Teaching and learning English as a lingua
English as a lingua franca
(ELF)
Within ELF, intelligibility is of primary
importance, rather than native-like accuracy.
Teaching certain pronunciation features,
such as the articulation of 'th' as an interdental fricative, appears to be a waste of time whereas
other common pronunciation problems (such as simplifying consonant clusters)
contribute to problems of understanding.
Such an approach is allowing researchers
to identify a 'Lingua Franca Core' (LFC) which provides guiding principles in
creating syllabuses and assessment materials.
Unlike traditional EFL, ELF focuses also
on pragmatic strategies required in intercultural
communication. The target model of English, within the
ELF framework, is not a native speaker but a fluent bilingual speaker, who
retains a national identity in terms of accent, and who also has the special
skills required to negotiate understanding with another non-native speaker.
Research is also beginning to show how bad
some native speakers are at using English for international communication. It
may be that elements of an ELF syllabus could usefully be taught within a
mother tongue curriculum.
ELF suggests a radical reappraisal of the
way English is taught, and even if few adopt
ELF in its entirety, some of its ideas are
likely to influence mainstream teaching and
assessment practices in the future.
© 2006 by The
British Council
------------------------------------------------------------------------
3.- VOCABULARY
ON THE FOOTBALL WORLD CUP
Countdown to Copa 2006
By James Banner (MA, Dip TEFL)
For The British Council
With the build up to Copa
2006 well underway and with just 47 days to go till the competition kicks off everyone`s starting to talk football.
Over the coming weeks James Banner and his
son, Tim are going to bring us up-to-date on a bit of football banter - terms
and expressions we may need to discuss the finer points of the `beautiful game`
in English.
If you don`t
have it in your diaries already, Brazil`s first game
is 13 June against Croatia.
You might like to know that nearly
everybody in the
In July 2002, just after the last World
Cup, Anna (Banna) and I took a group of 20 teachers
from the British Council
The teachers wore yellow t-shirts. We were
all amazed by how many people shouted out "BRAZIL!" or "Well
done Brazil!" as we walked past Buckingham Palace, the Mall, Trafalgar
Square, Millennium Bridge, Shakespeare`s Globe, the
London Eye and on to the Houses of Parliament.
At
So, this summer, you can expect the
English (and some 66% of Scots and 80% of the Welsh, according to BBC research)
to be fully behind the
Another certainty is that everybody will
very soon be talking World Cup.
Football is now a leading cultural and
intellectual activity among all classes and both sexes. I am amazed, for
example, how even in the staffroom at
The fact is that it is now not only cool
to talk about football but it is intellectually and culturally respectable too:
professional people, academics, church leaders and members of the Royal family
are all likely to talk football.
Here in the UK, what was once a male,
traditionally working-class, preserve has achieved a cultural status that cuts
across class and gender divisions and that often puts literature, films, art,
politics - even the weather - into second place as subjects of conversation and
debate.
In preparation for the World Cup, I have
asked my son, Tim, to help me identify some of the vital functions and notions
to enable anyone to get started in talking football in English.
Talking about Positions
The positions of a football team fall into
three fundamental categories:
defenders, midfielders and forwards. Included in
the defenders is, of course, the
Goalkeeper.
These three categories are sufficient when
speaking generally about football. However, in order to express true tactical
knowledge it is necessary to know a little more. For example, what`s the difference between a right-midfielder and a
right winger?
Should Sven, the English manager, stick
with his midfield diamond?
These are all vital considerations for the
football buff.
Here, and in the coming weeks, Tim and I
will provide you with a brief guide to some of the important football terms to
describe positions on the pitch:
1. Goalkeeper: Goalie or Keeper
2. Central Defender: Centre Back, Centre
Half or Sweeper
3. Full Backs: Left / Right back or Wing
backs
4. Central Midfielder: Centre Mid, the
Anchor Man or Defensive midfielder
5. Left/Right Midfield: Winger - On the
left / right etc
6. Forward: Centre Forward, Wing Forward
or Striker
Some of the names for the positions in
which players play can be specific either to a player`s
style or to a tactical system. For example, a wing back is not the same as a
full back.
They both play in the same position for
their teams but wing back refers a specific style of play - attacking, like a
winger - while a full back has a more defensive role.
The term `sweeper` refers both to a player`s role in a team (Ruud Gullit was a sweeper) and to the way the team plays as a
whole (the Dutch team of `88 played a sweeper system).
A sweeper is a player who plays behind the
two traditional centre backs and provides cover should they be beaten. A
sweeper is also allowed to move freely around the pitch as a creative force (or
playmaker) as he does not have an opposing player to mark. Good examples of the
sweeper system are the legendary German and Dutch national sides of the late
eighties.
It`s not easy to find an example of a
contemporary team playing this way as it is currently fashionable for sides to
play or spring the offside trap.
This is when the defending team purposefully
moves forward with the intention of catching one of the attackers offside.
The rule determining what constitutes
"offside" is so esoteric that we won`t
attempt a definition here, except to say that generally an attacking player
should always have an opposing player between him and the opposing goalkeeper
before a ball is passed to him.
Then there is the utility player. This is
the name given to a player who has the ability to play anywhere on the pitch.
The former
By the way, `play` in a football context
is a very versatile verb. For example:
`Kaka played (passed) the ball to Robinho.`
`If he played (touched) the ball then it wasn`t a foul.`
`Roberto Carlos clearly played (put) Henry
onside.`
In each of these cases the verb in
brackets could have been used. However, the use of "played" shows
that the speaker is a master football talker, at ease with the topic.
James Banner (MA, Dip TEFL) is Director of
Marketing and of External Courses at
A version of this article was first
published on www.youandmelink.com website.
April 23 2006
Problems with the
vocabulary in this text? Try our double-click dictionary.
http://www.britishcouncil.org.br/elt/novidades.asp?index=1
© British Council
------------------------------------------------------------------------
4.- A MESSAGE FROM PHILIP PROWSE
Our dear
SHARER Philip Prowse writes to all of us:
Hi Omar
Nice new issue and Easter card - many thanks.
Could you possibly include this in the next edition of SHARE? It's a really
good chance for students and teachers to get excited about reading and get
involved in voting for the winners.
Many thanks as always
Philip
2006 Extensive Reading Foundation (ERF) Language
Learner Literature Award.
At the IATEFL Conference in Harrogate UK on April 10, Alan Maley
announced the finalist books for the 2006 Extensive Reading Foundation (ERF)
Language Learner Literature Award. From new graded readers nominated by
publishers, the ERF's international award jury chose
six finalist books--three books for Adolescents & Adults, and three for
Young Learners. They are:
Young Learners
The Slippery Planet by Rosemary Hayes (Cambridge Storybooks Level 4)
The Special Cake by June Crebbin (Cambridge
Storybooks Level 4)
Thumbelina retold by Sue Arengo (Oxford Classic Tales
Beginner 2)
Adolescents & Adults
The Amazon Rain Forest by Bernard Smith (Penguin Readers,
Elementary, Level 2)
Ned Kelly: a True Story by Christine Lindop (Oxford
Bookworms Library Stage 1)
Within High Fences by Penny Hancock (Cambridge English Readers Level 2)
Now the fun begins. Teachers can use the award to raise enthusiasm for
reading in English among their students--by inviting as many of them as
possible to read, vote for and comment on the finalist books over the next few
months. It could be a class project, with all the students choosing one
favourite, or each student can vote individually.
Voting is on the Extensive Reading Foundation website: http://www.erfoundation.org/
Click on the banner headline "Obtain Books and Vote for the 2006 LLL
Awards Now!"
In past years, some people have had difficulty buying the newly-published
finalist books in time to vote, so this year the voting page has a link to an
independent bookshop where you can buy the books online.
Voting closes on July 14, 2006. The jury will take into account votes and
voter
comments from around the world in order to pick a winner in each category, to be announced on the ERF site.
-----------------------------------------------------------
5.- DR LYNNE DIAZ-RICO AT THE
Our dear
SHARER Noris Zerdá from the
Public Affairs Section of the American Embassy in
9º Ciclo
Internacional de Enseñanza de Lenguas Extranjeras
Feria
del Libro "Enseñar lenguas hoy: desafíos y propuestas" - 3 y 4 de
mayo de 2006
Miércoles
3 de mayo - 9:00 Acto de Inauguración.
9:30/12:30 Encuentros y Mesa Redonda: Desafíos que
presenta la lengua para los Niños, Adolescentes
y Adultos.
12:45/13:30 Conferencia:
"Seven Billion Languages-Inter languages and Individual Learners" by
Dr. Lynne Diaz-Rico,
(Sala
José Hernández) Presenta: Vivian Morghen, ICANA
13:30 a
14:15 Receso
Las
jornadas se retoman después del receso y continúan el Jueves
4 de Mayo
Información
sobre el programa:
http://www.el-libro.com.ar/32feria/educacion/html/9ciclo_lenguas_ext
Inscripción
previa e Informes: Fundación El Libro
Hipólito
Yrigoyen 1628, 5º Piso - C1089AAF Buenos Aires
Tel:
(54-11) 4374-3288 - Fax: (54-11) 4375-0268
Horario
de atención: lunes a viernes de 9:00 a 17:00
E-Mail: educacion@el-libro.com.ar
------------------------------------------------------------
6.- ACPI COURSE ON READING
COMPREHENSION
Our
dear SHARER Marcela Ramos invites all SHARERS to:
Asociación Cordobesa de Profesores de
Inglés
2006 professional development courses
Reading Comprehension
Strategies, guidelines for material design
and an introduction to technology-based reading comprehension materials
Lecturers:
Marcela Viviana
Ramos holds an MA in TEFL from the
Juan O. Díaz is a teacher of English Language Literature and an
English translator, and has completed the Master's Degree Program in Applied
Linguistics at Facultad de Lenguas,
Universidad Nacional de Córdoba. He has specialised in Reading
Comprehension and Material Design for ESP courses. He is also a teacher of
Language and Linguistics at Universidad Siglo 21, and
a material designer for distance education at Instituto
Universitario Aeronáutico.
Sessions:
Friday, May 5 - 5:00 pm - 9:00pm
Saturday, May 6 - 9:30 am - 1:30 pm (Break) 2:30 pm - 6:30 pm
Friday, May 12 2:00 pm - 6:00 pm
Saturday, May 13 9:30 pm - 1:30 pm
This seminar has been approved for 20
clock hours of credit by Red Provincial de Formación Docente Continua. Credit certificates will be issued upon
successful completion of the evaluation. Non-credit certificates of attendance
will be issued to all attendees.
Fee: Non-members: $60 - Students: $30
Members: $20 (membership dues must be paid
by April 30)
Venue: Asociación Argentina de Cultura
Británica - Av. Hipólito Irigoyen 495 - Córdoba
Registration: Librería Blackpool
- Dean Funes 395 - Tel. 4237172 - Córdoba
Contact us: info@acpi.org.ar
------------------------------------------------------------
7.- SEMINAR ON LITERATURE IN THE ELT CLASS
AND LITERATURE IN HIGHER
EDUCATION
Our dear SHARER Martha Ortigueira
has sent us this information:
Departamento De Lenguas
Facultad De Filosofía Y Letras - Universidad Católica Argentina
II Jornada de Actualización para Profesores
"Literature in the ELT Class and
Literature in Higher Education"
May 4th 2006
17.30 hs. -
Registration
a)
Why Literature in the ELT Class?
b)
Materials Design and Lesson Planning
c)
Workshop: Working on a Literary Text
Literature lets life into the classroom.
One reads and listens to stories; one learns the secrets of language while
watching human behaviour; one shares and discusses views, in short, one has
one's share of pleasure and growth at an aesthetic, linguistic and personal
level.
Speakers: Profesoras Graciela Presedo / Ma. Constanza
Escurra/ Lidia Adaglio
a)
An Interdisciplinary Approach to the Teaching/Learning Process in Higher
Education: Introduction to the subject and workshop
b) Poster Presentation
'al ser la verdad sinfónica es menester practicar el diálogo
interdisciplinario'
Mons. Zecca, Revista UCA, 2da.Quincena , Nov '05
An interdisciplinary approach presupposes
the joint efforts of at least two different specialists bringing together their
expertise to work on a common target so that a given subject may be covered
with maximum effect in a minimum period of time. It is therefore particularly
well-suited to short-term courses.
Speakers/ Expositores: Profesoras Malvina
Aparicio / Susana Biasi
Certificates of Attendance
Aranceles: $15...........................público en
general
$12...........................profesores y graduados U.C.A
$10.......................... alumnos U.C.A.
Informes e inscripción:
Los participantes deberán inscribirse previamente en la oficina de Extensión y Posgrado
de Facultad de Filosofía y Letras:
Av. Alicia Moreau de Justo 1500, 1er
piso (Ed. San Alberto Magno) en el horario de
4338-0789.
------------------------------------------------------------------------
8.- TEACHER
UPDATE COURSES AT ASOCIACIÓN EX-ALUMNOS LENGUAS VIVAS
Our dear SHARER Leonor
Cozzolino wants to invite us all these two courses
with puntaje by DIEGEP
Welcome to an insightful and stimulating
experience!
A Critical Approach to Global
Issues
Tutor: Susan Hillyard
A reflective course dealing with current
concerns such as human rights, peace and
conflict, the environment, global warming, species in danger and
genetically modified organisms. These issues will be raised through recent
films, video clips, protest songs, and news reports.
The course, aimed at developing thinking
skills and promoting intercultural communication, leads to advanced
presentation skills and argumentative writing skills.
Students will be strongly encouraged to
participate through activities integrating art, music, DVD, discussions,
debates and games.
Schedule: April 29 - May 20 - June 24 -
Aug 5 - Sept 9 - Oct 14
Time: Saturdays from
9:00 to 12:00
Venue: Asociación Ex Alumnos del Profesorado en Lenguas Vivas 'Juan R.
Fernández', Paraguay 1935, Capital.
Monthly Fees:$45,-
Creativity in ELT
Tutor: Susan Hillyard
An experiental
course intended for in-service teachers who wish to enhance their teaching of
English as a foreign or second language through developing a more creative classroom.
It will define creative thinking and examine myths about creativity in order to
rediscover each individual's creative skills. There will be set readings and
homework in the shape of building a small portfolio of activities and doing a
small scale action research in the classroom.
Schedule: April 29 - May 20 - June 24 -
Aug 5 - Sept 9 - Oct 14
Time: Saturdays from 13:00 to 17:00 p.m.
Venue: Asociación Ex Alumnos del Profesorado en Lenguas Vivas 'Juan R.
Fernández', Paraguay 1935, Capital.
Monthly Fees:$55,-
Registration for both courses: 4814-0545
(from 10:00 to 6:00) Sofía or Gloria alumnoslibres@sion.com
Certificates from
DIGEP.
Those participants who enroll in both courses pay
only $80,-
Consult about special discounts for
advance payment for the first quarter!
-----------------------------------------------------------------------
9.- THE
Our dear SHARERS from ELT Consultancy have
sent us this announcement:
The
"The
ELTeam consultancy is proud to announce
themselves as official representatives in
Venue: Nuevo Teatro Güemes
(Ex
Plays 2006
9.00 am: "Pandora's Box" (EGB 2 and EGB
3)
11.00 am: "Dead Buddies" (EBG 3
and Polimodal)
14.00 pm: "The Sleeping
Princess" (EGB 1 and EGB 2)
16.00 pm: "Dead Buddies" (EGB 3
and Polimodal)
(Ticket price $8)
18.30 pm: "Taming Caterina"
based on "The Taming of the Shrew" by William Shakespeare. (For
Teachers, Teachers To-Be, Coordinators, Adults, Advanced Students)
(Ticket price: $12)
(Elteamembers,
Students attending
"Profesorados" $10)
Booking Deadline: 10 May to 0223 494.0396
(Mr. Sergio Morale) or 475.8631 (ELTeam)
or write to
rep1_elteam@yahoo.com.ar
Contact us for further information on the
plays. Free Educational CD Rom (once you have made your reservations)
Photos, synopsis, songs and activities of each play. Download: www.thebsasplayers.com
. Due to the extraordinary demand for performances and as we are generally sold
out, we highly advise to book the approximate number of seats in advance. We
want to optimize organization and your students' safety.
-----------------------------------------------------------------------
10.- CURSO DE POSGRADO POR
Curso de Posgrado: El Proceso De
Alfabetización: Perspectivas Psicolingüísticas y Psicogenéticas
Será dictado por
Características: el curso se desarrollará en cinco encuentros que
tendrán lugar durante la segunda quincena del próximo mes de mayo, los días
lunes 15, miércoles 17, jueves 18, lunes 22 y miércoles 24 de mayo de 2006
Horario de los encuentros: de
Inscripción: la inscripción debe hacerse en
-----------------------------------------------------------
11.- ONLINE COURSES FOR TEACHERS OF ENGLISH
Course: Portfolio Assessment
Tutor:
Liliana B. Luna, Viviana L. Pisani
Starting
date: May 10th - Duration: 5 weeks
Further
information: http://www.net-learning.com.ar/cursos/pa.htm
Fee: AR$
190 (
Discount
on early enrolment: 10% (till MAY 3)
Certified by Asociación de Ex Alumnos del Lenguas Vivas
Course: How To Use Video Technology In The
ESL/EFL Class
Starting
date: May 11th - Duration: 5 weeks
Further
information: http://www.net-learning.com.ar/cursos/video-efl.htm
Fee: AR$
190 (
Discount
on early enrolment: 10% (till MAY 4)
Certified by Asociación de Ex Alumnos del Lenguas Vivas
Further
information: info@net-learning.com.ar or www.net-learning.com.ar
------------------------------------------------------------
12.- A
LETTER FROM ACTORS REPERTORY THEATRE
Dear SHARERS,
We are pleased to inform you of our next production, which we
are sure will be of interest to you and your students.
By means of a collage of scenes depicting
the first theatrical production (done by the transported convicts) in
Australia, Our Country´s Good, an award winning play
by Timberlake Wertenbaker, mixes humour, drama, ideas and romances, and
touches on the essence of humanity and art for all us.
Our Country´s Good deals with an historical fact of the English
civilization and language. It also deals with the value of theatre
and culture on a universal level, and how people are changed and improved
through the contact with art in any of its manifestations.
Our Country´s Good won the Laurence
Olivier Prize for best new play in 1988, the New York Theatre Critics award for
Best Foreign Play in 1991, and was
nominated for six Broadway Tony awards
in 1991.
We hope you can join us.
Sincerely,
Hugo Halbrich
Director, Actors
Repertory Theatre.
The Award Winning Play
Our Country´s
Good
By Timberlake Wertenbaker
Opening April
20th. Thursday, Friday, Saturday 9pm. Closes June 3.
Performances at
9pm. At the
Synopsis
In 1788 the First Convict Fleet arrives in
what is now Sydney, Australia, carrying a group of 800 undesirables from
Britain and her colonies -The first fleet Convicts comprised people from
Madagascar, the West Indies, Holland, France, Germany, Portugal, Sweden ,
Norway, Bengal along with the Scottish, Welsh, Irish and English. Under the leadership of Lieutenant Ralph
Clark, with the approval of Captain Governor Arthur Phillip and against the
wishes of the military commanders of the expedition, this motley crew stages
the first play to be put on in Australia.
Our Country´s Good tells the story of how this
production took place, of the love affairs, hangings, escapes and nightmares
that had to be endured till the play opened.
It has brilliant characters, contemporary staging, raucous humour and
presents a passionate commitment to the value of the theatrical experience for audience
and actors.
1.An award winning play:
Laurence Olivier Award for Play of the Year (1988),
2. Great Educational Value:
The New York Times said: ''Our Country's
Good'' becomes a backstage play with a social conscience, demonstrating the
redemptive power of theater and of education. While
making political points, Ms. Wertenbaker underlines
the humanity of her characters and the grotesque humor
that is so endemic to their daily existence"
The
3.
Historical Fact:
"Our Country´s
Good" is based on a documented, true event: the performance of the first
play ever done in
Cast (Alphabetical order)
Sebastián Esposti, Mariela Fernandez, Edward Green, Valeria Hahn, Guillermo Jauregui, Melanie Lenoir, Chris Longo, Harry Brewer, Maite Nuñez, Dan Trugman. Alicia Vidal and (voice) Kevin Schiele
Director: Hugo Halbrich Assistant Director: Ana O`Toole Stage Design: Camila Olivero, Sol Millan Costumes: Mabel Falcone Wigs: Roberto Mohr, Costume Assistant: Julie Pinsent,
Light Design: Hugo Halbrich, Sound design:
Edward Green, Poster, Program
Design: Juliana Green Lights Operator: Daniel Campoya, Sound Operator: Guadalupe Allemand,
Subtitles Operator: Cecilia Fontana
------------------------------------------------------------------------
13.- WORKSHOPS AND LECTURE ON TESTING
Our dear SHARER Paola Danesi
from
Workshop A
- Examiner Training for the Oral Component of Certificate of Attainment
Glyn Jones will focus on:
* the roles of
the assessor and the interviewer.
* how to be a
successful assessor and interviewer.
* the new
assessment criteria for the oral.
* practice
assessing with recorded examples and live students.
Dates & Venues
Ciudad de Buenos Aires
Venue:
Dates: Monday
8, May from 11.15-13.30 OR
from 7.00-9.00 pm
Friday 12, May, from 9.00 to12.00 am
Tuesday 16, May, from 9.00 to12.00 am
Enrolment: londontests@ciudad.com.ar
Zona Norte
Venue: Colegio
Santa Teresita - Urquiza 2050, Florida
Date: Monday
15 May from 5 to 7 pm
Enrolment: londontests@ciudad.com.ar
Zona Sur
Venue: ENSPA -
Belgrano 355, Avellaneda
Date: Wednesday
10, May, from 4 to 6 pm
Enrolment: londontests@ciudad.com.ar
Rosario
Venue: Colegio del
Sol - Av Francia 1045/57, Rosario
Date: Tuesday
9, May, from 2 to 4 pm
Enrolment: belc@arnet.com.ar or at londontests@ciudad.com.ar
Resistencia
Venue: Depto de Idiomas, Sec. de Extensión Universitaria
Juan B. Justo 354 Aula 1, Planta Baja,
Resistencia
Date: Thursday
11, May, from 2 to 4 pm
Enrolment: rmedina@unne.edu.ar or at londontests@ciudad.com.ar
Comodoro Rivadavia
Venue: CELI - Ameghino 1030,
Comodoro Rivadavia
Date: Saturday
13, May, from 3 to 5 pm
Enrolment: celiacademica@speedy.com.ar or londontests@ciudad.com.ar
Salta
Venue: IEI - Pasaje
Zorrilla 239, Salta
Date: Wednesday
17, May, from 2 to 4 pm
Enrolment: ieisalta@yahoo.com.ar or at londontests@ciudad.com.ar
Workshop B- Assessing Written
Skills
In this workshop Glyn
Jones will:
* analyze common errors of Argentinian candidates.
* explain the assessment criteria for the
written part of
the exam.
* offer
suggestions on how to overcome candidates' weaknesses.
Dates & Venues
Venues: Colegio San
Martin de Tours -
Ortiz de Ocampo 2840, Capital
Date: Friday
12, May, from 5 to 6 pm
Enrolment: londontests@ciudad.com.ar
Comodoro Rivadavia
Venue: CELI
- Ameghino 1030
Date: Saturday
13, May, from 5.30 to 7.00 pm
Enrolment: celiacademica@speedy.com.ar
Salta
Venue: IEI -Pasaje
Zorrilla 239, Salta
Date: Wednesday
17, May, from 10:30 to
12:00 pm
Enrolment: ieisalta@yahoo.com.ar or at londontests@ciudad.com.ar
Lecture: Reflections on
Language Testing - Exams are good for you - True or False?
If you think that testing is a vital part
of the learning-teaching process,
If you believe that tests can help you
motivate your students,
If you see testing as a reliable source of
feedback,
don't miss Glyn
Jones' talk on Successful Testing.
Glyn Jones, Pearson Language Assessments
Development Manager, will focus on
- the features
which make a good exam
- the washback effect which exams can have on teaching
- some ways in
which teachers can make exam preparation a stimulating and rewarding activity.
This event is free of charge but enrolment
is essential. Book your place today at londontests@ciudad.com.ar
Dates & Venues
Ciudad de Buenos Aires
Colegio San Martin de Tours - Ortiz de Ocampo 2840- Friday 12, May, from 6.30 to 8.00 pm
Zona Norte
Colegio Santa Teresita - Urquiza 2050,Florida - Monday 15, May, from 7.30 to 9.00 pm
Zona Sur
ENSPA -
Belgrano 355,
Centro Cultural Nordeste
-Arturo Illia 350 – Thursday 11, May, from 5 to 7 pm
Colegio San Bartolomé -
Tucumán 1257 - Tuesday 9, May, from 5:30 to 7:30 pm
Salta
Camara de Comercio e Industria de Salta - España 339 – Wednesday 17, May, from 4.30 to 6.30 pm
Comodoro Rivadavia
SCPL - San Martin 1641- Saturday 13, May, from 10 to 12 am
-------------------------------------------------------------
14.- TEA AND
Our dear SHARERS at The Suburban Players have got an invitation for us all:
Come and join us for a nice cup of tea,
home-made cakes and a surprise play reading on
Sunday, May 7th - at 5 p.m. at The Playhouse -
Cast
Isabella Entwistle
Bernie Hill
Direction: July Banner
Admittance: $15 - Make your reservation at:
Tel: 4747-4470 –
e-mail: reservations@thesuburbanplayers.com
or reserve online at www.thesuburbanplayers.com/reservations
--------------------------------------------------------------------
15.- ANNUAL APPI CONGRESS OF
TEACHERS OF ENGLISH
Our dear
SHARER Maria Luisa Bru, President of Asocación Peruana de Profesores de Inglés, has sent us
this invitation:
Dear colleagues
APPI (Asociacion
Peruana de Profesores de
Ingles) cordially reminds you that we are holding our 11th International Annual
APPI Congress of Teachers of English “Paths and Goals in ELT: Where are we
heading for?” in Colegio Peruano
Británico, (Av. Vía
Láctea # 445, Monterrico – Surco)
We
would like you to take advantage of our special discounts for early
registration and group registrations 225-7003, sending an e-mail to appi@telefonica.net.pe or at Calle
Leonardo Da Vinci 307 San Borja
(Alt. 24 y 25 Av. Aviación).
Looking forward to hearing from you
Maria Luisa Bru
APPI President
Fee: Includes all academics material,
lunch break, surprises and raffles.
VAT (IGV) is not included.
Discounts for groups of 5: S/. 50.00 each person
(until June 3rd)
Early Registration until May 31st Fee:
members S/.60.00 Non-members: S/.70.00
Late Registration until June 26th Fee:
members S/.70.00 Non-members: S/.75.00
Banco Continental M.N.
0011-0190-60-0200134286
(Provide your full name and exchange the
voucher upon Registration)
--------------------------------------------------------------------
16- NEWS FROM THE
The
invites teachers, advanced students, actors and
storytellers to an applied drama and storytelling class at 2p.m. April 22nd at
The classes will then continue at the same
time and place. The cost: $80 pesos per month..
This year there will be three modules:
1) >From April to June:
2) >From June to September:
improvisation, role-play, characterization, use of body, space and energy and
the creation of stories and dramatic sequences.
3) >From September through December:
the actor in confrontation with the word and the staging of stories, poems,
monologues and short plays.
All three modules will stress the need to
develop the body and the voice as a tool for expression, in the context of
discussion and application of different acting techniques directed towards
liberating creativity.
The only requirement is an adequate
command of spoken English, although any experience in acting, dancing, singing,
painting or other expressive activities will certainly help.
For more information those interested may
call Alfred Hopkins at 15 62 52 10 28 or 4334 1561. - e-mail:
alfshopkins@yahoo.com.ar
Additional information has been posted on
our page: http://www.a-hopkins.com
Don't forget to check out "The
for interviews, news comentaries,
stories and...
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17.- POSTERGAN
LAS FECHAS DE LAS VACACIONES DE INVIERNO
La ciudad y la provincia de Buenos Aires postergaron dos semanas las fechas
del receso escolar de invierno, que ahora será desde el lunes 24 de julio y
hasta el viernes 4 de agosto, de acuerdo con una resolución aprobada por el
Consejo Federal de Educación, que reúne a los ministros del área de todo el
país.
De esta forma, los alumnos y docentes de ambas jurisdicciones comenzarán las
vacaciones de invierno catorce días después de la fecha prevista en un
principio -y anunciada a comienzos de este año-, que fijaba el período entre el
10 y el 21 de julio.
También el Ministerio de Educación de
Por su parte, las provincias de Catamarca, Chaco, Neuquén, Río Negro, Salta,
Santiago del Estero y Tierra del Fuego tendrán sus vacaciones escolares entre
el 17 y el 28 de julio, es decir, en la tercera y cuarta semana de ese mes.
"Tuvimos una reunión el jueves pasado y se pidió reconsiderar las fechas
del receso invernal porque el primer período resultaba más corto que el
segundo. De esta forma se equilibran más. Y la ciudad y la provincia de Buenos
Aires decidieron trasladar las vacaciones hacia el final para no coincidir con
las otras jurisdicciones", explicó el profesor Domingo de Cara, secretario
ejecutivo del Consejo Federal de Educación, al justificar los cambios.
"Se decidió hacer una nueva consulta entre todos los ministros porque no
estaba del todo claro la fecha en algunas provincias. La mayoría de las
jurisdicciones tendrán el receso en la segunda y tercera semana y por eso
nosotros y la provincia de Buenos Aires tomaremos la cuarta semana de julio y
la primera de agosto", indicó Alberto Sileoni,
ministro de Educación porteño.
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We would like to finish this issue
of SHARE with a note that one of our dear SHARERS Ana
Lía Cabrera ana-cab@arnet.com.ar
sent us to celebrate our 10,000 subscribers. Ana Lía
has been an inexhaustible source of support all through these years and, that is why we chose her note to represent all our SHARERS on this occasion.
Dear Omar and Marina,
I´m very glad to SHARE the news. I´ve been
reading SHARE for many years (in fact it´s been with
me trough thick and thin) and have witnessed your hard work and dedication. You
really deserve the success.
Congratulations and keep it up!
A big kiss,
Ana Lía
HAVE A WONDERFUL WEEK
Omar and Marina.
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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.