An Electronic Magazine by Omar Villarreal and Marina Kirac ©
Year
6
Number 149
8560
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,
We regret to
announce that our dear colleague Maria Isabel Recamán passed away on June
6th in the city of
Maria Isabel was
probably one of the finest phoneticians in our local ELT scene and a respected
and well-loved teacher educator. What Maria Isabel meant for her students at “Profesorado”
cannot be rightly described with words. She was an inexhaustible source of
inspiration and constant encouragement for those who, like her, had chosen to
live the life of a true teacher. For us, her colleagues, who knew of her
devotion to the education of future generation of teachers and her commitment to
the profession, she was and will always remain model to imitate. It is in this
spirit that we want to remember her today and to pay
tribute to her outstanding career in and outside the classroom. She will always
be in our hearts.
Love
Omar and Marina
______________________________________________________________________
In SHARE
149
1.-
Metalinguistic Transfer in Spanish/English Biliteracy.
2.- Catering for different
“Kinds” of Children.
3.- Teaching English to Learners with
Special Needs.
4.- The First
5.- Minding The Body, Minding The
Soul.
6.-
Encuentro de Formadores de Docentes.
7.- Lecture
by Dr. JoAnn Crandall at ICANA.
8.-
Fourth Translation and Interpretation Conference.
9.-
A Few lines from The Bs As Players.
10.-
News from Pitman Qualifications.
11.- Online
Course on Portfolio Assessment.
12.- Circle
Dance Workshop.
13.- Don
Quixote and the Adventure of
14.- Enseñanza
de Español para Extranjeros: Curso a Distancia.
15.- Sobre Piaget y Vygotsky:
Presentación de Libro.
------------------------------------------------------------------------
1.- METALINGUISTIC
TRANSFER IN SPANISH/ENGLISH BILITERACY
Our dear SHARER Laura Fernandez Consoli has
generously offered to SHARE this article with all of us.
Metalinguistic Transfer in Spanish/English Biliteracy
Role of Teachers in Biliteracy
Development
Teachers in
bilingual/ESL programs are not simply second-language teachers, nor are they
exclusively literacy teachers. They are required to develop the full range of
language skills, plus reading, writing and content-area knowledge with
language-minority students. To accomplish this, the bilingual/ESL practitioner
must apply theories and principles from psycholinguistics related to
second-language acquisition along with effective literacy practices. Studies of
bilingual literacy development and cross-linguistic transfer of skills indicate
that there is a high level of transfer of skills and strategies from the first
to the second language in reading. Researchers conclude that the greater the
similarity in the writing systems of the two languages, the greater the degree
of transfer, thus reducing the time and difficulties involved in learning to
read the second language (Odlin, 1989). In contrast to the high level of
sound-spelling correspondence, English has 44 phonemes with many spelling
pattern variations for representing these sounds. Although the consonants in
English usually have a one-to-one correspondence with the sound they represent,
there is rarely a one-to-one correspondence between a letter representing a
vowel and the sound of the vowel. This is an area where children learning to
read English a second language may encounter some stumbling blocks.
A fundamental
principal in the use of the primary language for initiating reading instruction
in bilingual education is the linguistic interdependence of language acquisition
and the transfer of literacy skills from the primary language into the
second-language of the bilingual learner (Legarreta-Marcaida, 1981; Miramontes,
et al., 1997; Roberts, 1994). Teachers’ belief in the positive role of the
primary language in development of cognitive academic skills and the value of
primary language instruction in building the cultural identity and self-esteem
of bilingual students is germane to the effective implementation of transitional
bilingual education programs. Moreover, teachers in different types of
bilingual/ESL and mainstream programs designed for English language learners
would be operating under differing philosophies of biliteracy instruction,
according to the program design and needs of the students. The National
Association for Bilingual Education (1995) reported a compendium of research
findings concluding that when taught by teachers who understand and believe in
the important role of primary language in literacy learning, ELL students showed
higher levels of achievement in school.
Alphabetic Principle in Spanish and
English
The smallest
minimal cue to meaningful reading of a first and second language is the
phonological or sound system as it is related to the orthographic or writing
system of the language. When initial reading instruction is conducted in
Spanish, a phonics or analytical approach is commonly used because Spanish is a
phonetic language with a very consistent set of phonics rules (Thonis, 1983).
The Spanish alphabet has 29 letters that represent 24 phonemes, with five vowel
sounds represented by the five vowel letters spelled in a one-to-one
correspondence that is mostly consistent. Exceptions are the consonants (c, g)
that represent different sounds, depending on what vowel follows in fixed
spelling patterns. Other possible points of confusion in an otherwise regular
spelling system, are e letters such as the "b" and "v", which represent sounds
so close in pronunciation that they are often transposed in spelling. Since the
vowels in Spanish "say their own name" and the consonant names contain vowel
sounds that adulterate the letter-sound correspondence (i.e., f = efe),
usually teaching the names of letters in the alphabet is delayed until the
reader has mastered the grapheme-phoneme relationships (Thonis, 1983).
Not only is
decoding a challenge, but language minority students who are learning English
may have difficulty with auditory discrimination of sounds that exist in English
that do not exist in the readers’ first language. For example, the short
/i/ sound, as in the English words bit and kid, does not
exist in Spanish. Therefore, a Spanish speaker learning English will oftentimes
fail to identify this phoneme and may encounter difficulty pronouncing the sound
as well.
Studies on
phonemic awareness and the transferability of first-language reading skills in
bilingual programs demonstrate that phonics instruction is important in laying
the foundation of decoding skills for proficient decoding and comprehension in
reading a second language. Durgunoglu,, Nagy, Hancin (1993) investigated
the factors influencing the English word identification performance of
Spanish-speaking non-fluent readers. They found that the readers’ performance on
tests of letter naming, Spanish phonemic awareness and Spanish word recognition
predicted their ability to recognize English words and pseudo-words. They
concluded that there is cross-language transfer of phonemic awareness and that
first language skills can aid children in the beginning stages of reading. The
research findings suggest that teachers of English language learners need a
broad repertoire of skills for teaching the grapheme-phoneme relationships in
English to students who may be unfamiliar with the English sound system. A
component of these skills must be the ability to make students aware of the
differences in the sound and spelling systems of L1 and L2 so that the
proficient reader of Spanish can transfer knowledge into effective strategies
for reading in English.
The study of
word formation and the components of words, or morphology, is also a part of the
foundation for decoding Spanish, due to the high number of meanings signaled by
word derivations. Root words and inflections are also taught since nouns are
inflected for number and gender and verbs for agreement in person and tense.
Consequently, morphological clues are relied on heavily to recognize Spanish
words, so structural analysis often precedes or accompanies the teaching of
sight reading vocabulary.
In English, of
the 20,000 most commonly used words, 20% have prefixes; and among these words 15
prefixes comprise 82% of the prefixes used (Roe, Stoodt & Burns, 1987).
Since many of these words in English share common roots in Greek and Latin with
their Spanish equivalents, there exist a large number of cognates, or words that
have the same meaning in the two languages. There is evidence that word
structure analysis skills transfer from Spanish to English in reading and the
bilingual readers capitalize on these cognates. In their study of strategies
employed by bilingual Spanish-English readers, Jiménez, García and Pearson
(1996) found that the identification and utilization of cognates in resolving
unknown words was a distinctive feature of bilingual readers’ repertoire of
skills when reading in both languages.
Approaches to L2
Fitzgerald
(1994) related certain theoretical positions toward second-language acquisition
to ESL-literacy instructional approaches. The theories teachers’ espouse
influence whether they view L2 reading as a "top-down" or "bottom-up" process,
and whether or not they focus on sub-skills of language or on meaning-based
reading activities. These strategies were equated with the phonics-skills or
whole language approaches to reading instruction. The same continuum of reading
methods and approaches that is the subject of debate among teachers of English
language arts exists among educators in the Spanish-speaking nations. The
continuum for Spanish reading ranges from synthetic methods that focus on
part-to-whole strategies to holistic and meaning-focused approaches using sight
word methods and narratives, with a mid-point of "métodos integrados"
representing a balance (Medina, 1989). The most common sequence for teaching
Spanish reading is based on a synthetic approach. Study of individual consonant
and vowel letter-sound associations is usually followed by instruction in
combining consonants and consonant blends into syllables to form words. These
words are then decoded and studied in the context of sentences, either in
isolation or in short stories or narratives (Freeman & Freeman, 1997;
Thonis, 1983).
Miramontes,
Nadeau, & Commins (1997) raise concerns about the applicability of some
principles of both the phonics and whole language approaches to second-language
readers. They indicate that the whole-to-parts perspective assumes that students
have been exposed to a wide range of literacy experiences in their surroundings
in the language they are expected to read and write in school. The students’
level of language proficiency in English delimits the level of sophistication
with which students can engage in such literacy activities as invented spelling,
sounding out words, or expressing ideas. Moll (1994) concluded from his research
with Hispanic students in Arizona that the most effective reading approaches
with bilingual student populations is a more interactive, comprehension driven
or meaning-centered approach where teachers build on the oral language
traditions and patterns from students’ cultural and home environments to develop
literacy.
The principles
and features of whole language that researchers have found to promote biliteracy
are the use of a rich array of children’s literature that both includes
narrative forms typical of particular cultures, such as folk tales, fables and
legends. The use of classic literature with universally appealing messages and
values is also recommended (Crawford, 1993; Freeman & Freeman, 1997;
Hollingsworth & Gallego, 1997). Consequently, items regarding the use of
children’s literature and the principles of the whole language approach were
included to indicate the level of belief in these strategies for reading
instruction with English-language learners.
Research Hypotheses About
Biliteracy and L2
Current research
in the literacy achievement of students who are speakers of a native language
(L1) other than English and who are learning to speak, read and write in English
as a second language (L2) concentrate investigations into the following areas of
inquiry. These research questions have implications for educators in design and
implementation of language and literacy programs for bilingual L2
learners.
1. Relationship
between competency or proficiency in the native language (L1) and reading
achievement in L1 and/or L2
2. Relationship
between overall reading abilities in L1 and in L2.
3. Simultaneous
versus sequential development of L1 and L2 literacy
4. Relationship
between English language proficiency and reading abilities in L2
English
5.
Cross-linguistic transfer of particular metalinguistic awareness and knowledge
in L2 and reading achievement in L2 English including phonemic awareness and
phonological development, phonemic-graphemic knowledge and syntactic feature
recognition
6. Similarities
and contrasts between knowledge and employment of particular reading strategies
in L1 and their use in reading in L2 including word recognition strategies,
cross-linguistic processes, intratextual perceptions, metacognitive strategies,
prior knowledge and schema formation
Researchers have examined a combination of possibilities around the following hypotheses to explain the literacy performance of bilingual learners who are proficient readers in their L1 (Constantino, 1999):
Constantino
(1999) documents that the preponderance of the evidence in most studies points
toward a lack of proficiency in an L2 as being the primary reason for L2 reading
difficulties, at least at relatively low levels of L2 competence (Alderson,
1984; Cziko, 1978; Kamhi-Stein, 1998; Lee & Schallert, 1997). In the case of advanced L1 readers, poor
reading in an L2 is due to a lack of L2 proficiency which causes them to
transfer and use only basic reading strategies when reading in the L2 (Carrell,
1991; Clarke, 1978; Kamhi-Stein, 1998; Lee & Schallert,
1997).
Research
evidence also supports the conclusion that proficient bilingual and biliterate
children and adults have heightened metalinguistic awareness and knowledge that
may enhance their ability to use linguistic processes and analysis in L2 reading
(Albert & Obler, 1978; Bialystok, 1991; Cummins, 1976; Gass & Selinker,
1983; V. González, 1999, Goswami, 1999; Muñiz-Swicegood, 1994; Zunkernick,
1996).
Transfer of Metalinguistic
Knowledge
A theory of L2
language acquisition that informs literacy instruction for teachers of bilingual
learners is the cross-linguistic transfer hypothesis (Hornberger, 1994; Koda,
1997, Odlin, 1989). This theory posits that knowledge is transferred from the
learners first language into the performance of cognitive and linguistic tasks
in the second language. The cross-linguistic hypothesis suggests that the
greater the similarity in the writing systems of the two languages, the greater
the degree of transfer, thus reducing the time and difficulties involved in
learning to read and write the second language (Odlin, 1989).
Below is a table
showing the metalinguistic knowledge that bilingual readers acquires in their
first language and transfer to their second language as they develop literacy in
Spanish and English.
Transfer of Metalinguistic
Knowledge
in Spanish/English Biliterate Students
|
The alphabetic principle and
Spanish orthography |
The alphabetic principle and
English orthography |
|
There are 29 alphabet letters that
represent 24 phonemes. |
There are 26 alphabet letters that
represent from 40 to 52 phonemes. 20 English phonemes have spellings that
are predictable 90% of the time and 10 others are predictable over 80% of
the time. There is a high level of correspondence between most Spanish
letter-sound relationships and their English
equivalents. |
|
The spelling of words can be derived by
listening for its component phonemes and writing the corresponding letter.
There is only one correct spelling for every word. We know how to
pronounce every word we read based on its
spelling. |
Segmenting words into sounds provides
clues to their spelling most of the time. However, spelling in English
also varies according to the position of the sound in a syllable, what
sounds come before and after a given sound and the morphological structure
of the word. Occasionally, a spelling will represent more than one word
(read-read) so we have to use meaning as a clue to recognize the word.
|
|
Some phonemes are spelled using more than
one letter (ch, ll, rr). Other than these cases, if a letter is doubled,
both letters are pronounced (leer).
|
Many letters in English are used as
markers that signal the sounds of other letters. These letters have no
direct relation to the sounds in the word. Doubled letters may be part of
a spelling pattern and frequently represent only one phoneme.
|
|
There are 5 vowel letters and 5 vowel
sounds that are consistent. They are always spelled the same, except for i
which is sometimes spelled with a y (i griega) such as in soy, voy, y.
|
There are five vowel letters and 15 vowel
sounds in English. There are many different patterns used to spell these
vowel sounds. |
|
A few phonemes can be spelled in more than
one way (/h/= g or j as in jirafa, girasol; /s/ as in cita, sitio; /k/= c
& qu as in casa, queso). |
There are 19 consonant phonemes that are
sometimes spelled using more than one
letter. |
|
Dividing words into syllables is helpful in knowing how to
pronounce and spell them. Syllabification rules are regular. Syllables
either contain a single vowel and or a diphthong. Diphthongs are a
combination of a weak vowel (i, u) with a strong vowel (a,e,o) or
two weak vowels. When we can pronounce words and break words into
syllables and apply certain rules, we know how to place written accents
correctly. |
Dividing words into syllables is helpful
in knowing how to pronounce and spell them. There are six different types
of syllables: open, closed, vowel-consonant-e, etc. Syllabification
often depend on word meaning and origins, so we must use such word parts
such as prefixes and suffixes for correct division and spelling of
syllables. |
|
Parts of a word (morphemes) can be added
or changed to change the meaning of the word. The meaning changes include
verb tense, number and gender and agreement in number and gender, size and
affection (-ito, -ón). |
Parts of a word (morphemes) can be added
or changed to change the meaning of the word. Many parts of words in
English do not change the way they are required to in
Spanish. |
Effective L2 Literacy Teaching
Teachers need a
level of specialized knowledge of second language acquisition and biliteracy
development to maximize the effectiveness of literacy instruction for
second-language readers. This knowledge is described
below:
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acquisition. In J. Laffey & R. Shuy (Eds.), Language Differences: Do
they interfere?
Moll, L.C. (1994).
Literacy research in community and classrooms: A sociocultural approach. In
Ruddell, R.S., Ruddell, M.R., & Singer, H. (Eds.), Theoretical Models and
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Mora, J.K. (2001a).
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development. In S. R. Hurley & J.V. Tinajero (Eds.) Literacy Assessment
of Second Language Learners (pp. 149-166).
Mora, J.K. (2001b).
Learning to spell in two languages: Orthographic transfer in a transitional
Spanish/English bilingual program. In P. Dreyer (Ed.), Raising Scores,
Raising Questions:
Mora, J.K.
& Grisham, D.L (2001) !What deliches tortillas! Preparing teachers for
literacy instruction in linguistically diverse classrooms. Teacher Education
Quarterly, 28 (4), 51-70.
Muñiz-Swicegood, M.
(1994). The effects of metacognitive reading strategy training on the reading
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Hough, R.A. (1992).
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Teaching the Language-Different Child to Read.
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Examining the cognitive reading strategies used by Hispanic elementary students
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Padrón, Y.N. (1992). The effect of strategy
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Peregoy, S. F. , & Boyle, O.F. (1997).
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83-97
© by Jill
Kerper Mora
------------------------------------------------------------------------
2.- CATERING FOR DIFFERENT
“KINDS” OF CHILDREN
Our dear SHARER
Anna
Gregory wants to SHARE
this article with all of us:
Discipline
Ideas
By Anna
Gregory
The Apathetic
I. Behaviour:
Specific
attitudes and actions of this child at home and/or at school. Doesn’t pay
attention in class. Doesn’t do assignments and, therefore, has poor grades. Will
not enter into any class discussions, or discussions regarding anything. Has a
poor sense of self. Immature and easily distracted to relatively unimportant
matters. Has a short attention span. Frequently absent, tardy, or both. Isolates
him/herself socially. Generally has a sloppy personal appearance and negative
attitude. Displays "I don’t care" attitude in everything that he/she does. In
many ways, seems emotionally dead. Tends to be slow in physical movements—even
in leaving class. Doesn’t have a lot of friends. Personal history is not marked
by success. May watch TV excessively, or spend time driving or riding in cars.
II. Effects:
How behavior
affects teachers, classmates, and parents in the school learning environment and
the home family situation. Other marginal students are influenced to become
apathetic as well. Importance of academic work and the school itself is
diminished. Teacher becomes frustrated easily and frequently with his/her lack
of success in trying to motivate this student. Class morale is often lowered.
Other students often become disturbed and can’t concentrate themselves. Teacher
often devotes too much time to the apathetic student, and ends up losing control
of the class. Continued prodding during class time is necessary. Necessity of
make-up work, extended deadlines, and varied standards is increased. Teacher may
ignore student’s existence if he/she is not a troublemaker.
III. Actions:
Identify causes
of misbehavior. Pinpoint student needs being revealed. Employ specific methods,
procedures, and techniques at school and at home for getting the child to modify
or change his/her behavior. Primary cause of misbehavior: Self-Confidence: Due
to a feeling that he/she has little worth, this student feels rejected. Primary
needs being revealed: Escape from Pain: The apathetic person is feeling a lot of
pain and chooses to be apathetlc as a means of insulating him/herself from
others who might possibly cause him/her pain. Secondary needs being revealed:
Affiliation: This student needs to develop a close friendship with an adult or
peer. Gregariousness: This student needs to belong to a group of some kind. Such
a membership increases motivation. Status: He/she needs to improve self-esteem
and develop a sense of being a worthwhile person, important to someone. Provide
the student with short-term tasks for which goals are clearly seen and clearly
achievable. This strategic action is an absolute. Ask for his/her opinions
during class and after class. Give concrete rewards for any altered behavior.
Find a "payoff" for the apathetic student which will turn him/her on to learning
in the school. It may be an extra-class activity. Remember, involvement is a
key. Therefore, involve the student in the learning process by creating a sense
of ownership. It must be the student’s room, teacher, and class, before he/she
will become involved. Never forget, this student doesn’t believe anything
belongs to him/her. Attempt to make materials more relevant and available to the
student. Accept the fact that not everything that happens in the classroom or in
the school is going to be of interest to everyone, and that some students who
are not really apathetic may be labeled thus erroneously. Contact parents
immediately when you begin to observe this problem. Don’t wait until the student
is so far behind in his/her work that this, rather than the apathetic behavior,
becomes the primary problem. Seek input from the counselor or from other
teachers who have had this student in their classes. At every opportunity,
express your concern and your desire for this student to succeed. Until you can
give the student a win, he/she will remain apathetic. Therefore, consider
adjusting your standards to reach this student. This action is a primary
consideration in changing the behavior. Too, you may have to forget make-up
work.
IV. Mistakes:
Common
misjudgments and errors in managing the child which may perpetuate or intensify
the problem. Failing to create opportunities for this student to succeed.
Ignoring the student altogether, or assuming he/she doesn’t want to learn.
Failing to check to see that the student is completing assignments on a daily
basis. Requiring less from this student than we do from other students. Failing
to make a sincere effort to really get to know the student personally.
Confronting the student in front of the class. Assuming that the student is
physically well and ready to learn.
The Underachiever
I. Behavior:
Specific
attitudes and actions of this child at home and/or at school. May be a student
who can’t do well, one who has not done as well as he/she should, or one who is
being passed reluctantly. Underachievement can mean different things to
different teachers. Regardless, experiences failure. This is the common thread.
May be scared. May not feel very good about him/herself. Susceptible to peer
group pressure. Likely to be very bored. Doesn’t accept responsibility. Doesn’t
work up to his/her abilities. Has poor study habits and usually doesn’t do
his/her homework assignments.
II. Effects:
How behavior
affects teachers, classmates, and parents in the school learning environment and
the home family situation. Teacher is concerned and frustrated. In truth, the
underachiever may be concerned too. Lessons being learned in class begin to seem
unimportant to other students. Parents are upset because they believe teacher
isn’t teaching correctly. Other kids—especially borderline students—get pulled
down to a level of underachieving with this student.
III. Actions:
Identify causes
of misbehavior. Pinpoint student needs being revealed. Employ specific methods,
procedures, and techniques at school and at home for getting the child to modify
or change his/her behavior. Primary cause of misbehavior: Self-Confidence: The
inability to achieve causes a great deal of insecurity. Primary need being
revealed: Escape from Pain: This student has experienced a great deal of failure
and is very fearful of risking future academic attempts. Secondary need being
revealed: Achievement: This student needs tasks that are within his/her ability
range. If any student needs achievement, it is the underachiever. An especially
difficult student attitude to counteract is "playing it safe." The student with
this attitude won’t aim high because he/she doesn’t want to be disappointed.
Changing this attitude takes time. However, the only way to begin is by
rewarding effort as well as achievement. Praise and encourage the student’s
initiative. But don’t push this student, or he/she will never move out of the
"safe zone." Recognize one fact, and you can do a great deal to change student
attitudes: While the successful student experiences success in front of others,
the underachiever usually experiences failures publicly and successes privately.
That’s the difference—and the problem. Recognize that this is a problem best
handled by all teachers, administrators, parents, and child working together.
Acknowledge the fact that this student wastes time. Recognize the four biggest
time wasters: laziness, procrastination, distraction, and impatience. And know
that these time-consuming mistakes are abetted by a lack of preparation,
thoroughness, or perseverance. Most often, the underachiever scores low in all
these areas. Call parents. Be aware that most parents come to school expecting
resistance. Many think their child tried, but couldn’t resolve the difficulty
for a variety of reasons, none of them good. Therefore, asking parents, "What
can I do?" is disarming. Likewise, you’ll be amazed how parents change their
tune when you say, "What can we do together?" "Together" is a great word. It
means sharing. It says, "You do something, and we will too." If parents respond
with a request outside the realm of your authority, say so. But also say, "Let’s
help." Teachers often assign additional work to underachievers. Be aware that
sometimes the opposite approach produces better results. If a student won’t do
class assignments, don’t allow him/her to participate. Insist that the student
sit idly. Remember, even when kids won’t do assigned work, they still want to
participate with the group. Being included is very important to children.
Sometimes, kids can learn a very valuable lesson, and arrive at better
decisions, if they are forbidden to work for short periods of time. Some
underachievers may change their values and actions more quickly if they are
sometimes not permitted to work. Never use class work as punishment. Such a
practice only reinforces the negative feelings the underachiever has for school.
Remember, problem students already possess negative attitudes. Therefore, if
you’re going to punish, use a form of punishment that is not a part of the
classroom learning experience, and you may solve a problem rather than compound
one. Don’t put the underachiever down or make him/her feel insignificant in any
way. If you do, you may be inadvertently denying the prestige motivator in
learning. Likewise, if you don’t give recognition for success, you can’t use the
prestige motivator effectively. Don’t frighten the underachiever or make threats
concerning grades or behavior. The insecurity produced may be counterproductive
to motivation and may make the problem worse. Don’t be cold, sarcastic, or
intolerant. The underachiever may learn the wrong lessons from such approaches.
Most of all, this student needs a firm, caring, and unified effort from all the
adults in his/her life. If the student does not try, withdraw privileges at
school. Notify parents; they may want to take similar action at home. Be careful
about telling a student he/she can’t pass your course or class. You may not only
lose a student’s interest and motivation from now until the end of school—you
may also be creating a discipline problem. Remember, when hope is gone, so is
interest. Then, the stage is set for a discipline problem to develop. Writing
comments on student papers such as "This isn’t worth grading," or crumpling a
student assignment and throwing it in the wastebasket can completely demoralize
a student. Never belittle any student effort. Your challenge as a professional
teacher is to motivate students to improve their efforts. Rejection only creates
another teacher hurdle. Talk to this student about his/her strengths and
possibilities. The underachiever already knows his/her weaknesses. Make specific
recommendations for things this student can do during the summer. Research
summer courses and have enrollment forms available. Give this student summer
assignments and volunteer to see him/her during the summer. Even if the student
does not respond, your offer has conveyed an important message. Your interest
alone can give hope—and maybe motivation not to give up. Maintain contact with
parents—and talk with next year’s teachers as well. Remember, perspective
reveals that most students will grow up to be responsible and productive adults.
They need to remember our belief in them. These students can learn—if given
time. Your own self-confidence can work for you rather than against you if you
take the right approach with students. First, be careful about telling. Second,
take extreme care not to talk in absolute terms when sharing ideas or
suggestions. Even when all the evidence is in, be careful about projecting the
image that what you think and say is the only way to do things. Such actions are
exclusive rather than inclusive. They put people down—and maybe even out of
one’s life. Likewise, ask rather than demand. And when you are asking, always
remember to tell why you are making the request. Telling people what to do may
be the easiest, quickest way to get something done. But it’s seldom the best.
Offering a reason takes away the air of superiority and bossiness associated
with demand. It also reduces error, because when people know why they are doing
something, they are more competent in doing it. If you want self-confidence to
work for you, simply try making others feel as important as they really are.
Then you’ll surely be important to them. Without teaching, students may never
know these truths. We may not either. That’s why these principles need
discussion. Remember, final memories are dominant. Your final action should
enable students to say that they "made it" with you rather than in spite of
you.
IV. Mistakes:
Common
misjudgments and errors in managing the child which may perpetuate or intensify
the problem. Quitting on the underachiever. This is the worst thing we can do.
As long as we don’t quit—even if the student has — hope remains. Thinking it’s
too late to do anything this year. It is not. Next year offers a new beginning
which may be the result of our final influence. That’s why we must not quit.
The Talker
I. Behavior:
Specific
attitudes and actions of this child at home and/or at school.
A compulsive
talker. Loves to talk, and engages in the practice with one and all constantly.
Talks to teachers continually. Talks to other students continually. Will even
talk to him/herself. Makes irrelevant comments—at inappropriate times. A poor
listener. Often does not realize that he/she is talking. When teacher corrects,
says, "I wasn’t talking to him; he was talking to me." Has a short attention
span. Craves attention. Lacks interest and is very poorly motivated. Poorly
prepared for class and seldom does class work thoroughly or carefully.
II. Effects:
How behavior
affects teachers, classmates, and parents in the school learning environment and
the home family situation.
Classmates and teacher alike are annoyed. Both
classroom setting and lessons are disrupted. Starting class is difficult.
Everyone’s attention is distracted. Others are encouraged to talk. Teacher’s
authority is undermined. Teacher is put on the defensive when this student
claims to be "picked on." Teacher is required to reprimand continually. If
classmates are encouraged to talk, they get in trouble as well. Classmates begin
to believe teacher is unfair, unkind, mean, and bad tempered. Time is diverted
from the rest of the class. Serious learning cannot continue for any length of
time.
III. Actions:
Identify causes
of misbehavior.
Pinpoint student needs being revealed.
Employ specific
methods, procedures, and techniques at school and at home for getting the child
to modify or change his/her behavior.
Primary cause of
misbehavior:
Attention: The continual talking is a way to get attention.
Primary need being revealed: Sexuality: This person has a strong social need.
Personal interaction is very important.
Secondary needs being revealed:
Affiliation: This student needs to develop a close association with a peer
or adult. Aggression: This student is attempting to become positively involved
with the class or teacher and does not realize that he/she is expressing a
negative behavior.
Achievement: This student needs to experience some kind
of success through talking, but without disrupting the class and the teacher.
Status: This person needs to have others know that he/she is "somebody."
Remember, this is
more a social problem than a discipline problem. If
treated as a discipline problem, it may become one. The ability to talk is not a
negative—nor is it a liability. It’s an asset which the student must learn to
manage for personal benefit. Be aware that this is often a compulsive behavior.
It lies between assertion and aggression in a person with a low self-concept.
Never assume the student knows he/she is talking: The student may or may not
know. Never assume classmates know the student is talking: They might not even
hear. Remember, your relationship with one student affects your relationship
with all students. How you handle this student can damage your relationship with
other students. Don’t show a side of you that you don’t want other students to
see.
First, react consistently—and never punish irrationally. Don’t "get on"
the talker one day, and ignore him/her the next. Equally important, don’t
criticize publicly. You will never solve this problem during class time. Private
counseling is a must. Approach talking as a social problem, not a discipline
problem. This is a counseling situation that requires a plan to change behavior.
Look for the reason for the talking. If you cannot or will not meet the
student’s needs, you will not change the behavior. The talker has a strong
activity need. Give this student small tasks and responsibilities daily to
fulfill this need. Tell the student you will call on him/her during class
discussion. You may even tell the student the question you will be asking.
Seat the talker near quiet and serious students.
Station yourself next
to this student’s desk during presentations. This will keep him/her from
talking. When this student is talking, don’t stop class or say a word. Rather,
walk toward his/her desk. This will stop the talker. Likewise, look at this
student often.
Develop a set of hand signals to remind the student when
he/she is talking. Don’t stop class and reprimand, however.
Capture and hold
attention by calling on the talker often.
Challenge this student. Never
forget, the articulate are often high achievers. The talker should be a good
student. Reinforce positive behavior and contributions in class.
Provide
alternate materials that can interest this student and that are still class
oriented. Try incentive programs to encourage attention and preparation.
To
encourage the talker to participate positively, allow him/her to take roll, pass
out papers, etc.
In a private conference, tell the student,
"The ability
to speak is your asset. Therefore, use it wisely by following some
tips.
First, think before you speak so that you gain a reputation for being a
thinker rather than a talker.
Second, speak slowly so that people can absorb
what you say.
Third, speak quietly and gently to gain the reputation of
being a person of depth.
Finally, limit your talking.
Remember, you can
always add a comment, but you can’t withdraw one.’’ Discuss the behavior with
parents. Find time to listen.
IV. Mistakes:
Common
misjudgments and errors in managing the child which may perpetuate or intensify
the problem.
*Showing anger and frustration. This does nothing to help the
situation. In fact, it may make the talker anxious and nervous—and cause him/her
to talk even more.
*Saying things like "Shut up" or "Keep your mouth shut."
* Interrupting class to reprimand.
*Attempting to belittle or shame the
talker, or being sarcastic.
*Punishing the entire class or creating peer
pressure.
*Making rules and regulations for the entire class because of this
one student.
*Assuming classmates are disturbed by the talker—or acting on
such an assumption. Classmates might not even hear.
*Reacting
inconsistently—and punishing irrationally.
*Overreacting by immediately
rearranging the seating chart or issuing threats or ultimatums. *Isolating this
student. The talker’s need for attention or security will not allow his/her
personality to take isolation.
*Becoming so frustrated that we say and do
things we’ll wish we hadn’t.
*Failing to look for reasons behind the
constant talking.
*Assuming the talking is directed against us personally or
against class work, or that the student is uninterested, or that the talking is
intended to be disrespectful.
*Assuming there is a short-term solution.
*Allowing talkers to visit after finishing lessons for the day.
*Restricting the talker to the point at which he/she isn’t making a
contribution at any time. *Trying to humiliate the talker, calling attention to
the behavior, or trying to get the student to be quiet by placing emphasis on
the behavior.
© by Anna Gregory
------------------------------------------------------------------------
3.- TEACHING ENGLISH TO
LEARNERS WITH SPECIAL NEEDS
The following is a
(slightly adapted) reproduction of David R. Wilson´s list of links SEN (Special
Education Needs). We hope it will be useful to language teachers of children and
adults in inclusive education. These are the links to David Wilson´s Website:
http://www.tomwilson.com/david/case/SEN.html
which also includes accounts of case studies of teaching languages to learners
with special needs: http://www.tomwilson.com/david/case/index.html
Moderate
learning difficulties
Specific
learning difficulties
Speech
and language difficulties
Autistic
spectrum disorders
Hearing
impairment
Visual
impairment
Physical
disabilities
© 2002 David R. Wilson
------------------------------------------------------------------------
4.- THE FRIST
Our dear SHARER Mónica Blanco de Kunz has got
an invitation to make:
The First
Optimising True Professionalism
Within The Entire ELT Community
5 - 6 August 2005 - Morning &
Afternoon
Friday
Registration
Congress
Sessions
Saturday
Registration
Congress
Sessions
Venue: Universidad Austral - Av.
Juan De Garay 125 – Ciudad de Buenos Aires
This 2-Day Mega-Event
will boast over 25 Talks, Workshops as well as Commercial Presentations. All
Delegates will have the opportunity to meet leading lecturers and exchange views
with a large number of ELT professionals.They will also have the chance to find
out about the latest ELT publications and services in a substantial resources
exhibition area consisting of more than 20 ELT-related promotional
stands.
Certificates Of Attendance issued by
Chichester College,
Christian Kunz -The Pronunciation
Of The Latest British Model
Christian Kunz -Sorting out the massive amount of
everyday Englishness: ELT recipes come in handy, At last!!
Omar Villarreal -
Creativity: Painting With All The Colours Of The Wind?
Fernando Armesto - How
Can Books Come To Life
Jamie Duncan & Laura Szmuch - Long-Lasting
Learning
Patricia Gomez - Bring Songs & Music Into Your
Classroom
Maria Marta Suarez - Holistic Activities For Whole
Learning
Susana Trabaldo - Accuracy, Fluency,... Agency
Alicia Lopez
Oyhenart - Dealing With The Use Of Humour In The Classroom
Magdalena Anzor -
How To Enjoy Poetry
Natalia Kunz &
Karina Duarte -Communicative Games For Young Learners
Maria Belen Gonzalez -
Successful Marketing Tools For Teachers Of English
Marina Gonzalez -Innovate:
Teach Grammar Lexically
Marcela Villan - How to cope with a mixed-ability
class.
Celia Zubiri - A Growing Trend In Education:
Drama
Laurie Sullivan - Creativity And Communication
Charlie Lopez -Sing A
Song 2
Lucrecia Prat Gay - How The Student Brain Learns
Abstracts and bio data of presenters: www.angliaexams.com
Special Treat For All Delegates! A superb
raffle prize: 4-week course at
Registration Fees:
Individual Rates
General Public Anglia Members Internationals
Before 18/06 $ 40.00
$ 30.00 Usd 15.00
Before 15/07 $ 45.00 $ 35.00 Usd 20.00
15/07 - 04/08 $
50.00 $ 40.00 Usd 25.00
On Site $ 60.00 $ 50.00 Usd 30.00
Important: For the on-site option
previous e-mail/ fax re confirmation of attendance required
Group Fees
10%
Discount For 3 - 5 Delegates Enrolling Together
15% Discount For 6 Or More
Delegates Enrolling Together
To register online, log on to: Www.Angliaexams.Com/Congress%20registration.Doc
For
Further Information, Please Contact Us:
Kensington Schools Of English -Exams And Assessment
Department
Tel/ Fax: 54 11 4246-3547 - kensangliarep@infovia.com.ar
info@angliaexams.com
With the support of:
*INSPT- Universidad Tecnologica Nacional
*Universidad Del Centro Educativo Latinoamericano *Chichester College *Anglia
Examination Syndicate *Oxford University Press *Pearson *Richmond Publishing
*Share Magazine *Estari Libros *MM Publications *Alternative Language Learning
*Macmillan *English And Fun *Kensington Schools Of English *Express Publishing
*Thomson *E-Teaching On Line *The Buenos Aires Players *Resourceful Teaching
*Sullivan & Associates *SBS *Excel Educational Services *Net-Learning *ELT
Today
-----------------------------------------------------------
5.- MINDING THE BODY, MINDING THE
SOUL
Tools for Teachers announces: Minding The
Body, Minding The Soul
A new session along the same lines as the
ones offered last April this year, and last July 2004, will be offered on
Sunday, June 26, from
Like on previous occasions this workshop
conducted entirely in English will offer body movement, energy sensing
exercises, gentle stretches, guided visualizations, listening to insightful
stories by master story tellers, and touching as a way of healing (simple
self massage and massaging others).
This workshop is an invitation to engage in
activities that will help participants to find inner harmony and balance, and to
take a break from the hectic work that most teachers are immersed in during the
week.
Throughought the workshop there is an
opportunity for participants to voice their feelings, thus giving them an
opportunity to engage in authentic communication, a fact that English
language lovers will certainly appreciate.
The venue is Gascón 1681, Ciudad de Buenos
Aires, the time table is
------------------------------------------------------------
6.- ENCUENTRO
DE FORMADORES DE DOCENTES
La
Dirección General de
Educación Superior del Gobierno de la Ciudad de Buenos Aires y la Dirección
Provincial de Educación Superior de la Provincia de Buenos
Aires convocan a la comunidad de formadores-as de
docentes de la Ciudad de Buenos Aires y del Conurbano al 1º Encuentro
Metropolitano de Formadores-as de Docentes y al 2º Encuentro de Formadores-as de
Docentes de la Ciudad de Buenos Aires,
cuyos objetivos son:
-
Promover el
debate e intercambio de experiencias y propuestas acerca de las particularidades
de la formación docente en el área metropolitana.
-
Generar un
ámbito de reflexión sobre las prácticas presentes en el campo de la formación
docente
Fecha
de realización: 13, 14 y 15 de octubre de 2005.
Ejes
Temáticos:
1-
Estrategias
metodológicas para la mejora de la enseñanza en el nivel
superior.
2-
Tutorías y
programas de orientación a los estudiantes del nivel
superior
3-
Modelos y
estrategias de evaluación
4-
Relación entre
las instituciones formadoras y las escuelas
receptoras
5-
Formación en y
para la diversidad.
Actividades:
Presentación de ponencias: relatos de experiencias
o ensayos reflexivos acerca de los ejes propuestos.
Simposios sobre temáticas específicas propuestas
por los asistentes.
Conferencias y Paneles con especialistas
invitados-as de reconocida trayectoria.
Presentación de propuestas de
simposios:
En el
simposio los integrantes exponen individualmente y en forma sucesiva durante 15
minutos diferentes aspectos de un tema o problema visto desde sus distintos
ángulos o aspectos, integrando así un panorama lo más completo posible acerca de
la cuestión de que se trate. Sus ideas pueden ser coincidentes o no serlo, y lo
importante es que cada uno de ellos ofrezca un aspecto particular del tema, de
modo que al finalizar éste quede desarrollado en forma relativamente integral y
con la mayor profundidad posible. Así, por ejemplo, el tema “Evaluación
educativa” podría ser tratado en un simposio donde los expositores desarrollaran
sucesivamente los aspectos: ético, social, psicológico, ideológico, político,
técnico.
Fecha
límite de recepción de propuestas de simposio: 24 de junio de
2005
Presentación de
ponencias:
Los
relatos de experiencias o ensayos reflexivos deberán ser anticipados en un abstract
(de hasta 200 palabras) - Fecha límite de presentación: 19 de agosto de
2005
Requisitos formales:
Los
trabajos deberán presentarse por escrito (decidir si también por mail) en hoja
A4, a doble espacio, fuente Times New Roman, tamaño 12, formato Word. No podrán
exceder las 10 páginas, incluyendo notas y bibliografía, que irán consignadas al
final del trabajo.
La
copia impresa deberá acompañarse de un diskette etiquetado. En este rótulo se
colocarán los siguientes datos:
-
Eje temático en
el que se enmarca el trabajo
-
Título del
trabajo
-
Nombre y
apellido del/ de los-as autores, e-mail y teléfono
Evaluación de los trabajos: Las presentaciones
serán evaluadas por un Comité Académico integrado por representantes de los IFD
y las Direcciones de Educación Superior .
Se
tendrán en cuenta los siguientes criterios de
evaluación:
-
Pertinencia de
la experiencia o ensayo presentado con respecto al eje específico
elegido.
-
Cumplimiento de
los requisitos formales de presentación.
Informes e Inscripción: A través de correo
electrónico a la dirección: encuentro_formadores@yahoo.com.ar
Se
entregarán certificados
Durante los días del Encuentro, se suspenderán las
actividades del Nivel Terciario de las Escuelas Normales y en los IES
dependientes de la Dirección General de Educación Superior. Se justificarán las
inasistencias de los docentes en instituciones de otros niveles educativos de la
Ciudad.
------------------------------------------------------------------------
7- LECTURE BY DR JOANN CRANDALL AT
ICANA
Our dear Noris
Zerdá has got an
invitation to make:
Public lecture on "Teaching
Is Lifelong Learning: Collaboration for Teacher Development"
Tuesday, June 28
Place: ICANA, Maipú 672, Capital
Federal
Entrance is
free. This event is organized by ICANA and it is sponsored by the Cultural
Section of the American Embassy in
Please call ICANA (5382-1500) to register for the public lecture on June 28.
Teaching can be a very
lonely and isolating profession.
While there is freedom in being able to close our doors and teach our
students, we also may have limited opportunity to learn from our colleagues,
unless we make the effort.
Collaboration—with other teachers, with our learners, with other
departments or programs or institutions—offers us a chance to continue to learn
and grow as teachers. Examples from
many different contexts will demonstrate that there are many ways in which we
can collaborate and continue to learn.
JoAnn (Jodi)
Crandall is Professor of Education, Co-Director of the MA Program in
ESOL/Bilingual Education, and Director of the interdisciplinary PhD Program in
Language, Literacy, and Culture at the
This is the only
conference that Dr. Crandall will give in
If you want
to have more information about ARTESOL, please visit the web page:
www.artesol.8k.com <http://www.artesol.8k.com/> or e-mail: artesol@bcl.edu.ar
------------------------------------------------------------------------
8- FOURTH TRANSLATION AND
INTERPRETATION CONFERENCE
4th Translation and Interpretation
Conference
Seminars And Lectures Are Subject To
Change. Please, Check Information On Our Website www.imtt.com.ar
Preliminary
Schedule
Pre-conference Seminars -
Registration
and Accreditation
Time: 9.30 - 10.15
Trados
Getting started training, Martin Kappus
(USA)
time: 10.30 - 18.00 (1.5 hour lunch)
Don't fight with your working
tools: how to make friends with and work effectively in MS Word, Paulo Lopes
(Brazil)
time: 10.30 - 18.00 (1.5 hour lunch)
La transgresión de la
calidad idiomática en las traducciones, Alicia Zorrilla (Argentina)
time:
10.30 - 13.30
General aspects of foreign language use in translation,
Alejandro Parini (Argentina)
time: 15.00 - 18.00
Cuatro bodas y…el funeral
del traductor (traducción de cine humorístico), Miguel Wald (Argentina)
time:
15.00 - 18.00
These workshops are simultaneous. please, make sure to
double-check the timetables.
Two-day
Conference Program - August 14 & 15, 2005
August
14
8.30-9.30 - Registration and accreditation
9.45 - Opening
10.00-11.00 - Nancy Locke (Canada) - Globalization with a Capital
"G"
11.15-11.45 - Geraldine Chapuy (Argentina) - The Role of the Translator
in a Company
12.00-12.45 - Horacio Dal Dosso (Argentina) -The Role of the
Language Lead in Large Translation Projects
13.00-14.45 -
LUNCH
15.00-16.45 - Mario Chavez and Judith A. Tello (USA) - Ideal Readiness
Status for a Cordoba-Based Translator
17.00-17.45 - Claudia Tarazona
(Argentina) -Analysis of Medical Slang
18.00-19.30- Paulo Lopes (Brazil)
Translation Memory (TM) and Machine Translation (MT) Software from a User's (Not
a Vendor's) Point of View
19.30 - WELCOME RECEPTION
AUGUST 15
8.30 - 9.00 - Registration and accreditation
9.00-10.30 -
Horacio Dal Dosso (Argentina) - IT language - Translation and
Terminology
10.45-11.30 - Mario Chavez (USA) -¿Montarse a un tranvía o
subirse al colectivo? Suggestions for Spanish translations for the
U.S.A.
11.45 -12.45 - Nancy Locke (Canada) - The Status of Standards in the
Language Industry
13.00 -14.00 - LUNCH
14.15-15.00 - Bernardita Mariotto
(Argentina) -Retrotraducción: Eficaz método de control
15.15 -16.00 - Miguel
Wald (Argentina) -La responsabilidad del traductor ante su propia
lengua
16.15-17.00 -Ignacio Luque (Argentina) -Productivity: Technologies and
Basic Skills for High Production in Translation
17.15-18.15 - Nancy Locke
(Canada) -Translation: an Art, a Profession, and a Business
This is a preliminary program.
All lectures are
subject to change.
Fees
3-Hour
Seminars
As From June 18th $80
6-Hour Seminars
As From June 18th $115
Trados Workshop
As
From June 18th $200
Conference Registration
Students
From
June 18 To July 29: $115 - From August 1: $150
Professionals
From
June 18 To July 29: $150 - From August 1: $200
Students
Registration For One Day Only
(Specify Day)
From June 18 To July 29 One Day: $70 -
From August 1 One Day: $95
Professionals
From June 18 To July 29 One Day: $90 - From August 1 One Day:
$120
*When 10
students register at the same time, 1 does not pay.
Note: The certificates
mention Professional or Student pursuant to the registration form submitted.
How Do I Register?
You can download the
registration form where you will find the bank account information. After you've
made the bank deposit, please send the registration form, together with the bank
slip to our office fax number
Click here to download the Registration Form for the 4th.
Translation and Interpretation Conference*
* Note:
The file you are about to download is a .PDF file for which you need Adobe
Acrobat Reader. To install, please click here.
o You can also go to the following sites for
registration. Please, check with us if you need additional information
Librerías Blackpool - Dean Funes 395 –Centro -Tel: 0351-4246959
Sucursal Cerro -Tel:
0351-4814472
IM
Translation and Training - Av. Fernando Fader 4012
Planta Alta - Cerro de las Rosas
Tel/Fax: 54-351-4822035
Check
information on our website www.imtt.com.ar
------------------------------------------------------------
9.- A FEW LINES FROM THE BS AS
PLAYERS
Our dear SHARER
Celia Zubiri writes to us:
Dear Omar and Marina,
it is a pleasure for us, The Bs. As.
Players, to share with you our successful tour with our theatre productions
2005 to the "Litoral". The large audience that watched the different
shows in the 9 cities we visited in May beat our own records. Just to mention
one city, in
Best regards,
Celia Zubiri
Managing Director - The Bs. As.
Players
------------------------------------------------------------
10.- ONLINE COURSE ON PORTFOLIO
ASSESSMENT
Our dear SHARER Susana Trabaldo has got an
announcement to make:
Net-Learning, Virtual Learning
Environments
invites you to the
ONLINE
Course: Portfolio assessment
Course
code: PA
Tutors: Liliana B.
Luna, Viviana L. Pisani
Duration: 5 weeks - Starting
date: 22 June
Fee: AR$ 160 - US$ 90
There are group
discounts. – Please consult.
Further information: http://www.net-learning.com.ar/cursos.htm
Curso con puntaje - Resolución del Gob. de la
Cdad de Bs. As. 2265
Certificado por la Escuela de Posgrado –
Diversidad Nacional de San Martín.
Please consult our website for more
information or e-mail us: info@net-learning.com.ar
Phones:
(+ 54 11) 4654 8945 / (+ 54 11) 4791 6009
------------------------------------------------------------------------
11.-
NEWS FROM PITMAN QUALIFICATIONS
Our dear SHARER Silvina Requejo, Local Examinations Secretary for Pitman
Qualifications, has sent us this note:
Dear Colleagues
We would like to
inform you that for 2006 enrolment at UADE (Universidad Argentina de la Empresa)
students who hold a Pitman Qualifications-City & Guilds ESOL and/or
Spoken ESOL certificate at Intermediate, Higher Intermediate or Advanced level
(or their equivalent Communicator, Expert or Mastery level) are exempted from
attending English I & II. We are glad that UADE has granted recognition the
same as Universidad Austral, UCA (Universidad Católica
Best regards
Silvina H. de Requejo
Local Examinations
Secretary
37 Warren Road School of English
Sole Representative of
Pitman Qualifications-City & Guilds, UK
Rosario 531 - Buenos Aires
(C1424CCK) -Tel/Fax: (011) 4901-0967/3381
E-mail: 37warrenroad@ciudad.com.ar -
Webpage: www.37warrenroad.com.ar
-------------------------------------------------------------
12- CIRCLE DANCE
WORKSHOP
Our dear SHARER Maria Marta Suárez invites all SHARERS to join her circle dance workshop:
Circle Dance
Workshop
Join this Circle Dance journey that will
enrich your brain, give flexibility to your body and inject your teaching
repertoire with joy and creativity:
Join this session and learn dances and songs
that you can share with your students in class or at school celebrations.
Following the brain-friendly premises that “we learn by doing,” and that “we learn best when our heart is
touched,” María Marta Suárez will guide your process of learning simple steps to
dance to the melodies of traditional music of different cultures, some of which
have been adapted to be used in ELT classes or at school
celebrations.
María Marta Suárez has been visiting the
Findhorn Foundation College in Scotland for nine years as a student, teacher and
teacher trainer. In this international community she has learnt Circle Dance and
has been using it to teach English to learners of different age-groups and
nationalities, even babies.
If you would like her to conduct this
workshop in your area, contact her at mms@allmethod.com.
Put on your most comfortable pair of shoes
and come to both or one of the sessions:
When?
Friday, June 24th from
Where?
At IACA Holistic English Institute.
Billinghurst 1741, C.A.B.A. Phone: (011) 4821-0280.
What will I receive?
You will take home a
CD with the music and the lyrics of the songs.
How much?
Fees:
$ 35 for one session and $ 45 for both sessions.
Are there any
discounts?
For early birds: $25 for one session and $ 35 for both
sessions by June 17th.
How to enrol?
In person at IACA Holistic
English Institute, in the Alto Palermo area, CABA, Mondays through Fridays from
3 pm to 8 pm (call: 011-4821-0280) or deposit the workshop fees at Banco Río
Sucursal 031 (Guadalupe) Cuenta única 60348/3 – Graciela Luján Suárez y Otro DNI
5.898.218. Fax your deposit slip to 011-4827-1396, fill in this form and mail it
to: info@allmethod.com by June
29th.
-------------------------------------------------------------
13- DON QUIXOTE AND THE
ADVENTURE OF
Don
Quixote pops round to the
Don Quixote And The
Adventure Of
Bilingual Workshop
de la Ascociación de Lectores Argentinos
"Freedom ,Sancho,
is one of the most precious gifts that Heaven has bestowed upon men ; no
treasures that earth holds buried or the sea conseals can compare with it; for
freedom ,as for honour ,life may and should be ventured; and on the other hand,
captivity is the greatest evil that can fall to the lot of man..." ( II,
58)
Enjoy a moment of
fantasy, illusion and magic hand in Hand with Don Quixote and Sancho
Panza!!!
Workshop
Coordinators : Lic. Silvia Paglieta and Prof. María Leonor Castro
invite you to their workshop to pay homage to Cerantes Saavedra’s immortal
novel, The Ingenious Hidalgo Don Quixote
de La Mancha.
This is a Bilingual Workshop and a bit of a Show ,for you and your students ,where
the audience will enjoy a brief account of Don Miguel de Cervantes Saavedra´s
life, time and masterpiece .
Puppets, reading
games ,magic ,music and adventure will bring the
spectators closer to these funny characters ,Don Quixote and Sancho Panza. But
above all there will be a lot of reading ,because this is the main purpose of
our meeting : to read this immortal novel in a funny way
When?
From April to September 2005
Where? At
Museo del Títere Argentino, Piedras 905, Esq.Estados Unidos. Capital
Or if you prefer we
can go to your school!
Who is this
workshop for?
*Students from 3th
to 7th form
* Students from
Teacher Training Colleges
* Bilingual
Schools
* Special
performances for tourists
* General
public
Duration:
approximately 80 minutes
Special
treat: Teachers
will be provided with : * Project "English Across the Curricula"
* Booklet of
exercises and games * CD ROM with lot of exercises and songs
*"Don Quixote"
Short story for children
Very Low Prices!
Reservation and
information about different performances, timetable and
prices:
E-mail contact: caro_spat@ciudad.com.ar
Phone contact : 15 4
992 0939 / 4 622 6890
Coordinator
,research and design of the show in Spanish Language : Lic. Silvia
Paglieta
Research
,Counselling and Staging in English Language : Prof. Maria Leonor Castro
Direction and
Voice Arrangement :Veronica Diaz
Puppets
:Sebastian G.
Costumes: Tony
Quiroz
-------------------------------------------------------------
14- ENSEÑANZA
DE ESPAÑOL PARA EXTRANJEROS: CURSO A DISTANCIA
Our dear SHARER
Maria José Bravo has sent us this information:
Centro Alpha - Cursos
a Distancia
Curso EnELE Iniciación
(Curso de Iniciación a la enseñanza de español para
extranjeros)
Alpha
Virtual abre la inscripción
al curso EnELE
Iniciación (Curso de
Iniciación para la enseñanza de español para extranjeros – a distancia). Se
trata de un curso a distancia, de tres meses de duración, diseñado y coordinado
por profesionales especializados en el área, con el aval y la experiencia de
Centro Alpha. En www.alphavirtual.com.ar encontrará
información completa sobre el curso.
Destinatarios:
Hablantes de español como
lengua materna y hablantes de español lengua extranjera que quieran comenzar su
formación en la enseñanza del español a extranjeros. No se requiere formación
específica en el área del español como lengua extranjera.
Fechas de inscripción:
hasta el 31 de agosto de
2005
Duración del curso:
del 7 de septiembre al 16 de
noviembre de 2005
Condiciones de
admisión: Pueden hacer el
curso los hablantes de español como lengua materna, y los hablantes de español
como lengua extranjera que puedan acreditar o demostrar un nivel de español
alto.
Dirección Académica:
Esp. María José Bravo.
Modalidad:
El curso consta
de encuentros virtuales semanales y de foros a lo largo de tres meses. Cada
participante podrá administrar su tiempo de la manera que le resulte más
conveniente.
Arancel del curso:
Argentina y otros países
latinoamericanos: $700 (pesos argentinos) o su equivalente en dólares. Países
Unión Europea: Euros 240. Otros países: U$S 300 (dólares)
Quienes hagan el curso
y completen las actividades, recibirán una constancia del curso. Quienes al
finalizar el curso quieran recibir el Certificado EnELE Iniciación, deberán
aprobar una evaluación, y abonar el arancel del
certificado.
Arancel del
certificado: Argentina
y otros países latinoamericanos: $ 200 (pesos argentinos) o su equivalente
en dólares. Países Unión Europea: Euros 90. Otros países: U$S 100
(dólares)
Formas
de Pago en Argentina: En
efectivo, por transferencia bancaria, por giro bancario, por envío de dinero
(Western Union o equivalente). Escríbanos para recibir los datos de la cuenta.
Consulte
por planes para instituciones y planes de pago.
Informes e
inscripción:
Alpha Virtual -
Sarmiento 1419, Oficina "A" (1er. piso) - (C1042ABA) Ciudad de Buenos Aires,
Argentina - Tel: (54 11) 4373-
0767 - capacitacion@centroalpha.com.ar
www.centroalpha.com.ar - www.alphavirtual.com.ar
--------------------------------------------------------
15- SOBRE
PIAGET Y VIGOTSKY: PRESENTACIÓN DE LIBRO.
La Secretaría de Extensión, Cultura y Bienestar
Universitario (UBA) invita a la presentación del libro del Prof. José A.
Castorina y del Prof. Ricardo J. Baquero "Dialéctica y psicología del desarrollo. El
pensamiento de Piaget y Vigotsky"
el día 24 de junio a las 19,30 hs. en el aula
16 (1°piso) de la Facultad de Psicología de la Universidad de Buenos Aires, sede
Hipólito Irigoyen 3242.
Presentarán la obra el Prof. Ricardo Rosas, el
Prof. Mario Carretero, la Prof. Graciela Frigerio y la Prof. Alicia Lenzi, con
la coordinación de la Prof. Nora Elichiry.
--------------------------------------------------------------------
Today we would like to finish this issue of SHARE with a mail that Veronica Mayer, a brand new SHARER, has sent us:
Dear Omar and
Marina,
I'm a new SHARER
of your wonderful magazine.
Here's my modest
contribution to you and the rest of the SHARERS, especially those who live in
B.A. or nearby:
I happened to
find FM 97.9 Radio Cultura last week and discovered a programme dealing with
daily stuff, news, music, etc. run by some native English people (James, Debra,
Enrique, and some others whose names I cannot remember right now). It is quite
amusing and is a full hour listening just English. Maybe you already knew about
them, but for me it was a discovery, so I thought of sharing it with
those who might not know them.
The programme is
B.A.Today Radio and it is on the air
Mo-Fri
Kindest regards!
Verónica
HAVE A WONDERFUL WEEK
Omar and Marina.
------------------------------------------------------------------------
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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.
------------------------------------------------------------------------