An Electronic Magazine by Omar Villarreal and Marina Kirac ©
Year
6
Number 152 August
20th 2005
8700 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,
Once again the ELT community of our country was afforded a golden
opportunity to meet, to reflect on their teaching practice, to share theoretical
insights as well practical ideas for the classroom, discuss hot issues in the
profession, learn about a few “innovations” and to rejoice in the company of
fellow teachers from all over the country (and a large delegation from
neighbouring Uruguay!).
Once again the National Congress of Teachers and Students of English was
up to the expectations of the Latin American ELT professional. This time, with
the impeccable organization of APrIR (Asociación de Profesores de Inglés de
Rosario), the National Congress was a gust of fresh air among the barrage of so
many events that promise to “change your life, your professional personality,
your phonology (and in passing, your hairstyle)” in two days”. The National
Congress of Teachers and Students of English was a respite among so much sheer
madness. Eight hundred concerned practitioners gave a firm and astounding
response to the songs of those irresponsible “mermaids” and self-appointed
“gurus” that seem to have flourished in our midst only to bring shame and
disgrace to our profession.
Our deepest gratitude, then, goes to the 2005 Organizing Committee and
our very best wishes to the coming Organizing Committees that have taken in
their hands the responsibility of “keeping and defending the faith”:
2006 – XII National Congress – Universidad CAECE – Buenos
Aires
2007 – XIII National Congress – Instituto Superior “Lola Mora” – San
Miguel de Tucumán
2008
– XIV National Congress – APICOBO –
Greater
2009- XV National Congress – Facultad Regional Villa Maria UTN - Córdoba
Love
Omar and
Marina
______________________________________________________________________
In SHARE
152
1.- The Input Vs Output
Fallacy.
2.- Defining
Interlanguage.
3.- Dos
Invitaciones de la Academia Nacional de
Educación.
4.- The Theory of Multiple Intelligences: 20 years
after.
5.-
Maestría en Traducción e
Interpretación en la UBA.
6.- Maestría en
Inglés en la Universidad Nacional de Río
Cuarto.
7.- III Jornadas
“La Formación Del Profesorado A Debate”.
8.- Encuentro
de Experiencias de Lectura en Inglés en la Escuela.
9.-
IV
Jornada Bonaerense Para Traductores e
Intérpretes.
10.- Ninth
Annual Book Fair in San Miguel.
11.- 2005 Spring
Conference.
12.-
Conversation Workshops on
American Culture.
13.- Décimas Jornadas
de Enseñanza de Lenguas Extranjeras en el Nivel
Superior.
14.- Primer Encuentro Provincial de
Narración Oral "Libros y voces en comunicación".
15.- Columna de “Idiomas, Arte y Cultura” en Radio
Argentina.
16.- News
from The
17.- Teaching
Competition at Lenguas Vivas Sofía
E. Broquen De Spangenberg.
18.- ICANA Annual
Seminar.
19.- Online Courses by Net
Learning.
------------------------------------------------------------------------
1.- THE INPUT VS OUTPUT
FALLACY
Our dear friend and
SHARER Ana María Rozzi de Bergel has written this reaction to Stephen Krashen´s article “Comprehensible
Output” that was published in our last issue of SHARE. A most welcomed
contribution.
The Input Vs Output
Fallacy
By Ana María Rozzi de Bergel
Dr Krashen’s article on the relative values of the comprehensible output and the comprehensible input hypotheses in last week’s issue of Share Magazine, contains some interesting discussion points.
The comprehensible output hypothesis holds that language acquisition takes place when learners fail to transmit messages due to poor command of the language being learnt, but re-formulate them as many times as necessary and finally succeed in producing an accurate, appropriate message. By doing this, learners acquire the items thus produced. (Swain, 1985). The comprehensible input hypothesis states the value of input as opposed to that of output (Krashen, 1985) in the process of language “acquisition”, defined as a sub-conscious process, different from formal learning. The value of comprehensible input far exceeds that of comprehensible output, to the point that “...humans acquire language in only one way – by understanding messages...” (Krashen, ib.id.)
The discussion of one point of view versus the other seems slightly pointless, as we know that attributing the success of learning or acquisition primarily to only one factor might exclude many others which are equally relevant and play important roles in the process. However, we would like to discuss Dr Krashen’s comparison of both hypotheses and his conclusions, namely:
“The
comprehensible output hypothesis has numerous difficulties.
- Output and especially comprehensible output is too scarce to make a
real contribution to linguistic
competence.
- High levels of linguistic competence are possible without
output.
- There is no direct evidence that comprehensible output leads to
language acquisition.
In addition, there is some evidence that suggests that students do not
enjoy being "pushed" to speak.”
To support his assertion that there is scarce comprehensible output among
EFL learners, he cites quantitative studies which demonstrate that instances in
which learners re-formulate their messages in the way described in the CO
hypothesis are extremely rare. In these studies, out of thousands of instances
of erroneous utterances produced by learners, only a few were readily repaired
by the learners themselves, when their teachers or interlocutors asked for
clarification of the inaccurate or otherwise faulty utterances. This is supposed
to demonstrate the scarcity of CO and therefore minimise its value, when
actually it is only demonstrating that the very concept of CO (error-request for
clarification-repair-acquisition of the new form) is false, because it does not
take into consideration the three stages of error described by Pit Corder
(1973): pre-systematic, systematic and post-systematic. At pre-systematic stage,
learners are not even aware that they have made an error; at systematic stage,
they can self-correct the error only if it is pointed out to them and at
post-systematic stage, learners can readily correct their errors with very
little prompting from the interlocutor – maybe a raised eyebrow – or no
prompting at all. What the studies cited by Dr Krashen demonstrate is that there
are always very few errors at post-systematic stage and therefore the whole
concept of CO is reduced to this domain.
Why should there be very few examples of post-systematic errors, and
consequently CO, at experiments or lesson observations where learners interact
with native speakers or their teachers for the researchers to count these
instances of self-repair? The answer to this question depends largely on the
level of the conversation relative to the learners’ level of command of the
foreign language. To self-repair an utterance, the learner needs to have
recourse to the correct form, which is impossible to fetch from the thin air or
devise creatively. In other words, the learner needs to “know” what to produce.
When made to perform above this level, he/she will find self-repair impossible.
In our own study of errors (1978 – 2001) we were forced to make a
distinction between compensatory errors, those made by learners in their attempt
to fill a communication gap with language elements they did not possess and
non-compensatory errors, those involving language they had been taught, but had
not yet learnt. The distinction was not easy at upper-intermediate or advanced
levels, but it could very often be clarified through authoritative explanation
(Pit Corder, ib.id.) of the error, that is, by discussing it with the learner,
who normally provided the necessary information. Whereas compensatory errors
tell the researcher a lot about the learners’ capability and style for coping
with language limitations, non-compensatory errors add information as to what
has been learnt and about the stage of the learners’ errors. Within this
paradigm, nobody could expect a learner to repair a compensatory error, because
compensation is just that and will never produce CO as defined by Swain. In
fact, in Tarone and Liu (1995), Liu admits that one of the subjects in their
experiments “may have been pushed beyond the limits of his language competence”
by the researchers themselves.
A quantitative method does not seem to be fully reliable here, as we are
told that the studies cited took place in different countries, with learners of
different ages and backgrounds and there does not seem to have been any attempt
at controlling important variables of the experiments, such as methods used for
teaching these subjects, environmental and cultural aspects, and the level of
demand placed on the learners’ production, to mention but a few. Scarcity of CO,
in these studies, may have been caused by a number of factors which, if
modified, might produce a completely different type of production. This does not
expose the scarcity of CO but it may show that teachers and researchers fail to
create the necessary conditions for CO to emerge or that they are relatively
unaware of the processes behind error production and their
implications.
To support his claim that language acquisition is possible without
output, Dr Krashen mentions a laboratory experiment concerning the learning of a
few lexical items, a study on second (not foreign) language acquisition and
several other experiments, all conducted under different circumstances and by an
assortment of methods, which
resulted in learners showing “a modest vocabulary gain” as measured in terms of
words per minute, versus those who had been exposed to conversational
interaction with a native speaker. Again, we may question the methods used, the
focus of the experiments, the lack of control of loose variables and even the
advisability of offering varied instances of research as an exploration of such
a comprehensive concept as “acquisition without output”. The quality and level
of this acquisition should also be measured with reference to appropriacy and
register, not merely by counting words or instances of correct usage of
grammatical items. Otherwise, we might conclude that input is more important
than output only in terms of achieving accuracy.
To further support the value of the comprehensible input hypothesis, Dr
Krashen claims that there is evidence suggesting that students do not enjoy
being "pushed to speak”. This seems to indicate that we should not push students
to speak, not that output is not important. Methods should respect the learners’
pace, learning styles and personality and never push them to do anything, let
alone talk. We might also state there is some evidence that adult learners do
not appreciate not being asked to speak, as they are usually eager to
acquire some conversation skills in as short a time as possible and that pushing
learners to do something is just as inadvisable and authoritarian as preventing
them from doing it.. Whether they are inhibited or not in class, or ashamed of
making mistakes, or embarrassed to speak in a foreign language, or ready for a
particular type of production, depends largely on their personality, cognitive
hypotheses and the teacher’s ability to create a supportive, relaxed classroom
atmosphere.
The claim that “providing
more comprehensible input seems to be a more reasonable strategy than increasing
output”, seems a rather unnecessary remark to make, since it is to be
demonstrated how we could possibly increase output with less input, as input
necessarily provides the source of elements for language production. For years,
we have known that learners should be exposed to listening and reading materials
slightly above their level of production, so that they can have a whole wealth
of input as a valuable resource.
The input-versus-output discussion appears to atomise the problem of
growing into the command of a language, where no element can be singled out as
dominant. Input and output interact and this goes hand in hand with theories of
learning which place great emphasis on the role of social interaction, the
creation of meaning and the formation of systems during language learning.
Meaning, on the other hand, is created with reference to the language user’s
previous knowledge, view of the world and personal needs and as nothing succeeds
like success, learners find confirmation of their hypotheses about the foreign
language by trying them out and confirming or correcting them, a process by
which they also build up their self-esteem. This goes beyond trial and error, as
Piaget (1960) demonstrated, with each trial producing a re-accommodation of the
whole system, not just of the item being tried out. Although periods of intake
of information without overt performance are necessary, language is ultimately a
social tool and it cannot be consolidated until it has been tried and tested in
social interaction. An exploration of the nature of the necessary interplay of
input and output and how it takes place in different environments and with
different individuals would shed more light on the process of language learning
and acquisition.
Piaget, J. (1960) The Psychology of Intelligence.
Pit Corder, S.(1973) Error Analysis. In Allen, J.P.B. and Pit Corder,
S. (Eds.) The
Swain,
M. (1985) Communicative competence: Some roles of comprehensible input and
comprehensible output in its development. In Gass, S. and Madden, C. (Eds.),
Input in Second Language Acquisition, pp. 235-256.
© by Ana María Rozzi de Bergel
------------------------------------------------------------------------
2.-
DEFINING INTERLANGUAGE
Our dear SHARER María Fernanda Di Grandi has sent us this article to SHARE with all of you.
Interlanguage
By Ranganayaki
Srinivas
While learning a second language, learners build up a system for
themselves which is different in some ways from their first language and second
language systems. The system which the learners build up for themselves has been
given various names but the most widely used terminology is that suggested by
Selinker (1974). He calls this Interlanguage to emphasize the structurally
intermediate status of the learner’s language system between his mother tongue
and his target language. A detailed study of this Interlanguage could help us to
understand the learners’ problems better and try to provide timely help to
learners, so that they achieve competence in the language they are trying to
learn.
Selinker’s theory of
Interlanguage
Based on the theory that there is a ‘psychological structure latent in
the brain’ which is activated when one attempts to learn a second language.
Selinker (1972) proposes the theory of Interlanguage. Selinker says that in a
given situation the utterances produced by the learner are different from those
native speakers would produce had they attempted to convey the same meaning.
This comparison reveals a separate linguistic system. This system can be
observed when we study the utterances of the learners who attempt to produce a
target language norm.
To study the psychological processes involved one should compare the
Interlanguage of the learner with two things. These two things are as
under:
(1) Utterances in the native language to convey the same message made by
the learner
(2) Utterances in the target language to convey the same message made by
the native speaker of that language
(1) language transfer
(2) transfer of training
(3) strategies of second language
learning
(4) strategies of second language communication
and
(5) overgeneralization
According to Selinker five central processes
are responsible for this Interlanguage. They are:
Jean D’Souza (1977) thinks these five processes could be reduced to three
for according to him there is no clear cut distinction between processes three,
four and five. According to him overgeneralization could include strategies of
second language learning and strategies of second language communication.
Besides he points out that it is not always possible to say with certainty
whether a learner uses a particular form because he thinks it is enough to
communicate effectively or because he is using a particular
strategy.
Following are the three processes suggested by Jean
D’Souza:
(1) transfer from previous learning experience; errors due to
interference;
(2) simplification and overgeneralization of elements of the target
language system; errors due to learning strategies;
and
(3) errors arising from teaching methods and materials employed;
‘teaching induced’ errors.
Selinker in fact discusses in detail what he means by strategy of second
language learning and strategy of second language communication. According to
him learner strategies are culture bound
to some extent. He gives the example of chanting which is used as a
learning device in many traditional cultures. These strategies can be present in
the conscious or subconscious level. When a learner realizes that he has no
linguistic competence for handling a target language material he evolves some
strategies to get through the situation. Whatever strategies he uses
considerably affect his ‘surface structure of sentences underlying his
Interlanguage utterances’. Since we do not have adequate information as to what
these strategies might be and how they might work we can only roughly attribute
the sources of his utterances to one or the other
strategy.
One strategy which probably works at the conscious level may be the
learners’ attempt to reduce the target language to a simpler system. For
example, if the learner has adopted the strategy that all verbs are either
transitive or intransitive, he may produce Interlanguage forms such as ‘I am
feeling thirsty’ or ‘Don’t worry. I am hearing him’ (Selinker
1972).
Selinker quotes Coulter (1968) and says learners avoid grammatical formatives such as articles, plural forms and past tense forms as in,
It was Ø nice, nice trailer, Ø big
one.’
‘I have many hundred carpenter(s) my
own’.
‘I was in
All these could be the result of a learning
strategy of simplification but Coulter attributes them to a communication
strategy. He thinks because of past experience the learners have come to know
that if they worry about grammatical processes their speech would not be fluent
and hence native speakers may not have the patience to hear them through.
Besides the learners also felt they did not need a form such as English plurals
to communicate efficiently.
As Jean D’Souza says one cannot really draw a line between
overgeneralization strategy of second language learning and second language
communication. It seems to be a matter of looking at the same thing from
different points of view. What actually goes on in a learners mind and how he
decides to say one thing instead of the other cannot be really perceived. One
can only speculate and say this is what probably happens. Unless one is able to
study ones own mind very objectively while trying to learn a new language the
strategies used cannot be actually stated. Even if such a study of one’s mind
without any subjectivity is possible this may not be true of others for each
individual has his own peculiar nature, way of learning things, way of
responding to given circumstances, etc.
Selinker also talks of a subconscious strategy of second language
learning which he calls ‘cue copying’. He gives the example of the /r/ sound at
the end of words like ‘California’ and ‘saw’ which foreign students of English
who have had teachers from the Boston regularly reproduce in their
Interlanguage. But he does not state how this is different from what he calls
‘transfer of training’. While discussing transfer of training he says
Serbo-Croation speakers at all levels of English proficiency have difficulty in
distinguishing between he and she because their teachers and text books almost
always present drills with ‘he’ and never with ‘she’. So here too the learners
could be said to use the ‘copy the cue’
strategy.
Whatever the differences may be it is not very difficult to identify a few strategies and study the learner’s errors from those points of view. Selinker himself says that there could be number of other processes in addition to these five processes mentioned by him.
Differences of opinion opinion cannot be avoided since what takes place
in the mind of the learners when they attempt to learn a language cannot be
stated with absolute certainty. Most of the efforts to understand the process of
language learning are speculative and abstract. But the basic concepts behind
the apparent differences of opinion appear to be the same in all
cases.
All that one needs to understand is that when children are exposed to a
particular language they do not learn the grammar of that language straight
away. They process the input data and form certain hypotheses. They cook up
their own grammar which may be called G1. If ‘G’ is the grammar of the language
they are learning, they may use and discard a number of grammars like G1 and G2
before they get to ‘G’. As per their exposure they constantly test their
hypotheses and keep altering it. Hence their grammar at a particular point of
time is systematic and has its own rules. But it is not constant. It keeps
changing in line with the exposure they
receive.
Similarly for second language learning all these processes have tobe gone
through. Hence the second language learners are almost in the same position as
the first language learners but for the fact that they already have one language
in their possession. Since our concepts and ideas are largely structured by our
first language, the first language has a lot of influence over the
learning of other languages. Hence learners could be said to view the second
language through their first language and arrive at a system which is midway
between their first and second language. This intermediary system is given the
name ’Interlanguage’ by Selinker. Other terminologies have also been used by
various others to identify this system. Different factors have been considered
as the most important aspect of this system and accordingly the names have been
assigned.
William Nemser calls it ‘Approximative system’. This term emphasizes the
transitional and dynamic nature of the system. JackRichards thinks it is the
‘Transitional competence’ while Dulay and Burt say that the learners’ system
reveal their ‘Creative construction hypothesis’. Pit Corder calls it the
‘Idiosyncratic dialect’ of the learners.
Idiosyncratic
Dialect
Pit Corder [1967] suggested that linguistics should study the process
of second and foreign language acquisition and the various strategies learners
may use. Since then he has contributed a number of articles wherein he discusses
the nature of the learners’ language. He calls the learners’ language as their
idiosyncratic dialect. PitCorder (1971) says that this dialect of the learners
is (1) regular. (2)systematic and (3)
meaningful.
According to Pit Corder the learners’ utterances can be accounted for by
a set of rules. This set of rules is obtained from the target social dialect. He
gives two reasons why the learners’ language should be considered as a dialect
of the target language. The two reasons are as
follows:
(1) It is a language and has a
grammar.
(2) At least some of the rules in this grammar are the same as those in
the target language grammar
Linguistically two languages which share the same rules are dialects and
hence the learners’ language can be called a dialect. Having acquired this
dialect the learners constantly try to change it to bring it in line with the
standard dialect. This happens as far as the learners continue to learn. Once
the learning stops their dialectis fossilized. That is those utterances which
are deviant from the target language point of view remain unchanged. Pit Corder
also points out how an understanding of the learners’ system can help the
teacher and the learners.
According to Pit Corder the study of the learners’ dialect would tell the
teacher how far the learners have progressed towards the goal and what more they
have to learn yet. He also points out that if the learners utter a correct form
we cannot take it as a proof that ‘thelearners have learned the systems which
would generate that form in a native speaker’. For they might just be repeating
an utterance that they have heard before. They may not have understood the
system behind it. In such cases they cannot be said to be using the language.
Spolsky (1966) uses the term ‘language-like behaviour’ to account for those
utterances which are merely repeated from memory without a proper understanding
of the system behind it.
Besides Pit Corder points out that the learners’ utterances should be
studied in their situational context. For often it so happens that the learners’
utterance though well formed superficially does not express what the learners
intended to say. Hence he categorizes the learners’ utterance under four heads
as follows:
(1) superficially well formed and
appropriate
(2) superficially well formed and
inappropriate
(3) superficially deviant but as far as can be judged
appropriate
(4) superficially deviant but as far as can be judged
inappropriate
Pit Corder also points out that the child language and the language of
aphasics are all deviant idiosyncratic dialects. Poetic language is
‘deliberately deviant’ and the language of the aphasics is ‘pathologically
deviant’. But the dialects of the children and the learners are the result of
the learning process. Here both thec hildren acquiring their mother tongue and
the learners learning a second language go through a similar process wherein
they form hypotheses about the nature of the language and test them. But the
task of the second language learners is much easier, according to Pit Corder,
for they only have to find out how the system of the new language they are
trying to learn differs from the system of their mother tongue. In so doing they
commit a lot of errors which reveal a lot of mother tongue
influence.
The errors committed by the learners which show the influence of their
mother tongue are often labeled as interference errors. The term suggests that
old habits are interfering with those which are yetto be acquired. But according
to Pit Corder possession of a language makes it easy for the learners to learn a
new language as they have already learnt to adopt some strategies for language
learning and they have only to find out how the new language is different from
their mother tongue. Hence errors are not signs of inhibition but are evidences
which show what strategies the learners are using to acquire a
language.
An analysis of the learners’ language could help us adjust our
syllabuses to the built-in syllabus which the learners have made for themselves.
But it is not very easy to analyse the learners’ dialect mainly because of two
reasons. Firstly, the learners’ dialect is not stable and secondly,
interpretation is difficult because of the peculiarity of the dialect. But if we
understand the learners’ built-in syllabus through the study of their errors we
could create better conditions for language learning. We could help the learners
to improve and adapt their strategies so that a development of the language
takes place in their mind spontaneously. The suggestion that our syllabuses
should suit the needs of the learners is not new. Carroll (1955) made such a
proposal and thought if the learners were asked to find verbal responses to
certain problems taking the help of their teacher or a dictionary they could
learn better.
If this can be done “we may be able to allow the learner’s innate
strategies to dictate our practice and determine our syllabus; we may learn to
adapt ourselves to his needs rather than impose upon him our preconceptions of
how he ought to learn, what he ought to learn and when he ought to learn
it”
(Pit Corder 1967
/p27)
Approximative
System
William Nemser (1971) employs the term
‘Approximative system’ to identify a learner’s linguistic system which is
distinct from his mother tongue and the target language he is attempting to
learn. Here by the term ‘approximative’ he means that the learner is progressing
towards the target language and his system is developmental in nature. The term
system implies that he is using aset of rules and hence his language is not a
random.
As the learner receives more and more exposure and collects new data he
attempts to change his system. He constantly tries to alter his system to bring
the system closer to the target language. Hence his system should be studied
from three points of view (1) his mother tongue. (2) his target language and (3)
as an independent system itself.
It is important to study this system separately because it can ‘provide
attested information or immediate utility in teaching and course development on
patterns of learning behavior for the principal structures of the target
languages’ (Nemser 1971). What Nemser is trying to suggest is that the materials
based on Contrastive linguistic studies are not so effective because they take
into consideration only the learner’s mother tongue and his target language. If
learner’s learning behavior as revealed from the study of his approximative
system is understood we should be able to foresee the problems of a particular
learner with respect to a particular target
language.
The learner’s system is ‘internally structured’ and it varies according
to the learner’s level of proficiency. According to Nemser this system is
affected by two types of interference (1) internal (That is learner strategies
which operate on the input) (2)external (That is learner’s previous learning
experience). If the learner’s approximative system is analysed systematically we
might be able to anticipate how a learner will react with respect to a
particular target language structure viewing it from a particular
language.
According to Nemser there are two stages in the learning process of a
second language learner. These two stages are identified as the early stages and
the later stages. In the early stages a second language learner does not
differentiate properly the phonological grammatical and lexical categories of
his mother tongue and target language. In the later stages after learning the
distribution of some of the formal elements he extends their distribution and
commits errors. So his former stages are characterized by reinterpretation,
hypercorrection and analogy.
A number of studies have revealed the influence of mother tongue in
beginners and the influence of overgeneralization in advanced learners. Thereby
it can be seen that Nemser is right in saying that in the initial stages there
is an ‘underdifferenciation’ of the various categories of the target language
from that of the learner’s mother tongue while in the later stages there is
reinterpretation of whatever is misunderstood. Further, it has often been
observed that a particular rule of subsystem which poses problems to one learner
is easily acquired by another. This could be because of the learning strategies
that each learner may be using. Hence Nemser rightly stresses the need to
study individual learner’s systems to gain in sight into their learning
strategies.
Nemser also suggests that attempts should be made to keep the learner’s
system transient or moving towards the target system. He says, “effective
language teaching implies preventing, or postponing as long as possible, the
formation of permanent intermediate systems and subsystems (deviant phonological
and grammatical structures)”. According to him a study of the learner system
could make valuable contribution to contrastive linguistic theory and general
for tackling students’ problems. According to him, an ultimate goal might be the
reformulation of the native language and the target language descriptions in
terms of permitting the accurate projection of the learner’s approximative
system throughout its successive stages in each contact situation. But it should
be noted that this is not an easy task and a large number of studies have to be
carried out before we could attempt such a
description.
Transitional
Competence
Jack C. Richards (1971) refers to the
learner’s competence at a particular time, as the transitional competence. He
says that the learner’s competence at a particular stage is full of what he
calls as intralingual or developmental errors. These errors illustrate some of
the characteristics of language acquisition. The learner’s competence is
transitional because it keeps changing as long as the learner tries to improve
his competence. If he stops learning his competence at a particular stage
becomes his final grammatical competence.
Intralingual errors are not caused by the learner’s inability to separate
two languages. “Their origins are found within the structure of English itself
and through reference to the strategy by which a second language is acquired and
taught”. These errors are systematic and are not caused by memory lapses.
fatigue and the like. These errors occur repeatedly “from one year to the next
with any group of learners” (Richards1971). Developmental errors are caused
because of the learners’ efforts to build up hypothesis about the language from
his limited experience in the classroom. Richards classifies these errors under
various heads like, overgeneralization, ignorance of rule restrictions,
incomplete application of rules and false concepts
hypothesized.
Richards thinks that an analysis of the learner’s developmental errors
should help us to examine our teaching materials and make them more effective.
The language learning assumptions behind material preparation and teaching
practices could be changed, if we understand how a language is acquired.
According to Richards, many teaching practices are based on the notion that the
learner will reproduce exactly whatever is presented in his textbook or whatever
is taught in the classroom. But often this does not happen. If a systematic
study of the learners’ errors is undertaken, we could know the learning
strategies used by the learner and the generalizations formed by him. This
should be studied along with the teaching materials and techniques of
presentation through which the learner attempts to learn the
language.
As Richards rightly points out the learner uses his own strategies to
learn a language, which may be independent of the teaching methods. Teachers
have often been annoyed at the learners committing errors, in spite of repeated
instructions. They just fail to understand why their learners produce deviant
forms when the right forms have been drilled again and again. They don’t realize
that a learner cannot be forced to learn anything by an external syllabus,
because he has his own internal syllabus. With this internal syllabus he tries
to build up a system of the target language for himself, through
generalizations. As Pit Corder observes, a list of items in the syllabus only
represent what is ‘available for going in’. What actually goes in depends on
what the learners is ready to take in
Richards is also right in saying that many of the course materials based
on a contrastive approach to language teaching put undue emphasis on points of
contrast. This leads to an unnatural use of English. If the learners’ exposure
is limited to the confines of the classroom and the textbooks he is likely to
form generalizations based on these materials. Hence his competence will surely
reflect a lot of deviant and inappropriate use of target language structures.
Richards cites an instance, that is, the use of Present Continuous tense in an
unnatural way found in many of the course books. These books give more
importance to the continuous form because it is not present in the mother tongue
of the learner.
Another important point, which Richards makes, is about the way items are graded and presented in many course books. According to him the learners find it difficult to perceive the difference between two contrasting elements presented together in synonymous contexts. He rightly suggests that these items should be presented at different times in different contexts which are non-synonymous. He also suggests transformation exercises based on contrasts should be avoided. It is not difficult to perceive that Richard’s suggestions make a lot of sense. But course writers need to have native-like competence in the language to foresee the conflicts that the learners might face. In most of the places where English is taught as a second language the materials are prepared by those who do not understand the problems of the learners because their knowledge in the fields of linguistics and methodology is very superficial.
Within the limitations of the resources we have we should try to help the
learners to improve their competence. This we can do if we try to “take account
of the structural and developmental conflicts that can come about in language
learning” (Richards 1971). Richards is right in saying that course writers
and classroom teachers should avoid presenting conflicting structures at the
same time. But some amount of conflict between the newly presented item and the
one that precedes it is bound to be there. Errors cannot be completely
avoided. Without generalization speedy and efficient language learning is almost
impossible. What we possibly can do is to minimize confusion in the minds of our
learners as far as possible. If we find a certain set of learners commit errors
repeatedly and if the particular error can be traced back to the textbook or
method of presentation in the class we could try to rearrange the items and
present them in different contexts and at different
times.
Significance of Error Analysis
and Interlanguage for the Teaching of English
Teachers and learners of English as well as syllabus designers and
materials producers have much to gain from the studies of Error Analysis and
Interlanguage.
Error Analysis helps the teachers to assess
whatever they have taught and whatever the learners have learnt and make plans
for the future. If teachers understand that learners cannot achieve native
speaker’s competence directly they would be ready to accept the varieties of
language which their learners produce. These varieties may be different from the
well-formed utterances found in the course book drill or dialogue. But a close
study of the learners’ English will provide “thesort of data on which realistic
predictions about learning and teaching can be based” (Richards and Sempson
1974). When teachers realize that learners have to pass through various stages
to achieve competence they would set more realistic goals for particular
learning situations.
Longitudinal studies of acquisition of mother tongue as well as English
could be carried out to see how far the hypotheses about the grammatical rules
of mother tongue and English are related. If a number of such studies are
carried out generalizations based on these should enable us to introduce
particular elements of English at such stages when it would likely to be of
greatest benefit.
If the learners’ learning strategies are understood by a systematic study
of their errors and if a number of such studies make it possible to form certain
generalizations such teaching procedures could be developed which make optimal
use of the learners’ way of learning. Further if studies of second language
learning in natural environments and informal classroom settings are compared
effective pedagogic grammars could be
prepared.
If the teachers know the nature of the learners’ system to be
transitional they would be on the look out for items which are fossilized. They
would be able to help the learners improve their competence and bring it as
close to native competence as possible. Even if they do not have the time to
carry out systematic analyses the mere awareness of these concepts would
influence their thinking. They might at least make a mental note of the errors
that recur over long periods of time and treat them appropriately as part of
their class work.
If the teachers’ attitude towards errors changes they would at least encourage the learners to use the language in the class without worrying about their errors. Since the learners usually reflect the teacher’s attitude they will make attempts to form hypotheses and test them without any inhibition. They would use the language to express their feelings and attitudes instead of writing on some stale topics which are suggested by the teachers. They would actively participate in the learning process.
© 2005 Ranganayaki
Srinivas
------------------------------------------------------------------------
3.-
DOS INVITACIONES DE LA ACADEMIA NACIONAL DE
EDUCACIÓN
(1)
Buenos Aires, agosto de 2005
Sr. Lic. Omar Villarreal
La Academia Nacional de Educación invita a usted a la sesión pública, que
se realizará, en el salón de conferencias de su sede de la calle Pacheco de Melo
2084, el lunes 5 de septiembre a las 18 y 30.
En la oportunidad la académica Prof. María Celia Agudo de Córsico
disertará sobre "La enseñanza efectiva".
Alfredo Manuel van Gelderen
Avelino José Porto
Académico Secretario
Académico Presidente
Asistencia libre - Se solicita confirmar asistencia
Teléfono 4806-2818 Telefax 4806-8817 - E-mail:
acaedsec@acaedu.edu.ar
(2)
Buenos Aires, 2 de
agosto de 2005
Lic. Omar A. Villarreal
Tengo el agrado de
dirigirme a usted con el objeto de anticiparle la realización en esta Academia,
de la Vigésima Tercera Reunión de Colegios Universitarios, que se
realizará el próximo martes 6 de septiembre, de 14y30 a 20.
Como es habitual en
la parte final de la reunión presentaremos experiencias de Colegios
Universitarios mediante la articulación de Profesorados o Institutos Superiores
Técnicos con Universidades. Las experiencias que se presenten pueden ser
independientes del uso o no, de la denominación Colegio Universitario.
Si usted considera
que posee una experiencia valiosa y desea presentarla, con mucho gusto la
consideraremos en tanto y cuanto el tiempo lo permita.
Para ello, el
cierre de las propuestas de aporte ha sido fijado para el día 16 de agosto, por
lo que le solicitamos las haga llegar antes de dicha fecha.
Sin otro
particular, saludo a usted atentamente.
Dr. Alberto C.
Taquini (h)
Académico - Academia Nacional de
EDucación
------------------------------------------------------------------------
4.- THE THEORY OF MULTIPLE INTELLIGENCES: 20 YEARS
AFTER.
The following is a reproduction of an article published in Clarín on
March 3rd, 2005
Howard Gardner, mentor de las Inteligencias
Múltiples
Primero era una, después
fueron ocho, y hoy ya se habla de once tipos de inteligencia. Después de 20 años
de la creación de la teoría de las "Inteligencias Múltiples" (MI), Howard
Gardner, Co-Director del Proyecto Zero de la Universidad de Harvard, sigue dando
que hablar con los "papers" que hacen una revisión de la teoría que revolucionó
el sistema educativo estadounidense en los ''80. Según informó, se sumarían
ahora nuevas inteligencias como la sexual, la digital y la de las ''grandes
preguntas''.
"La sexual estaría relacionada con la manera de vincularse
con el placer íntimo, la digital con la habilidad para manejarse con las nuevas
tecnologías y la de las "grandes preguntas" son las que hacen a cuestionamientos
más trascendentales, también llamada ''espiritual''", según un mail que hizo
llegar a este diario.
"En 2005 —afirma— hay tres nuevas resignificaciones
que hacer: La teoría ya tiene vida propia, y cada institución debe crear su
propio modelo para aplicar y desarrollar las inteligencias múltiples. La
neurociencia ha probado que existen diferentes facultades mentales en los seres
humanos. Y el coeficiente intelectual (IQ) es sólo la medición de un tipo de
inteligencia".
¿Cuál fue el éxito de MI? Reconocía en su momento lo que
se sabía intuitivamente, y es que la brillantez académica no lo es todo. Dicho
de otro modo, Einstein no era más inteligente que Michael Jordan; sus destrezas
pertenecían a campos diferentes.
El quiebre de MI con otras teorías
surgió de la propia definición de " inteligencia". Para Gardner, es la
"capacidad de resolver problemas o elaborar productos que sean valiosos en una o
más culturas". Y la importancia de este nuevo concepto es doble. Primero, porque
amplía el campo de lo que es la inteligencia. "Hay gente de gran capacidad
intelectual —dice Gardner— pero incapaz de elegir bien a sus amigos". Segundo, y
no menos importante, define a la inteligencia como una capacidad, lo que la
presenta como una destreza que puede ser desarrollada, si bien no niega el
componente genético.
En la Argentina, no hay demasiados colegios que
apliquen estos estudios. Cristina Tanner, directora de Relaciones con la
Comunidad del Florida Day School (uno de los colegios que se animó al cambio
desde 1996), afirma que "a los alumnos no se los puede evaluar con un test
standard, sino que hay que medir a cada uno según sus distintas capacidades". La
experiencia consiste en guiar a los alumnos desde chicos para que elijan un
espacio donde puedan desarrollar sus áreas de mayor interés y dominio. Así, por
ejemplo, si sus gustos se inclinan por la inteligencia lingüística, podrá elegir
por el POD —así llaman a estos espacios especiales— de Periodismo, o de
Teatro.
¿Por qué MI se enfrenta con la educación actual formal? Porque
todas las inteligencias son igualmente importantes y el sistema escolar ha
entronizado las dos primeras de la lista (ver Las nuevas inteligencias), la
inteligencia lógico-matemática y la inteligencia lingüística hasta el punto de
negar la existencia de las demás; los individuos también pueden formar sus
inteligencias mediante regímenes de formación de carácter más informal; y aunque
la evaluación constituye un componente clave de la educación, no es el primer
objetivo. Lo vital en la educación es la comprensión, que no puede conseguirse
de manera inmediata.
"Es evidente que, sabiendo lo que sabemos sobre
estilos de aprendizaje, tipos de inteligencia y estilos de enseñanza es absurdo
que sigamos insistiendo en que todos nuestros alumnos aprendan de la misma
manera", dice Paula Pogré, colaboradora del Proyecto Zero en la Argentina. Y
agrega: "Pero, además, tenemos que plantearnos si una educación centrada en sólo
dos tipos de inteligencia es la más adecuada para vivir en un mundo cada vez más
complejo".
Además, se ha abandonado la idea de que la inteligencia es una
cantidad, que puede medirse con un número como el coeficiente intelectual (IQ).
Según Alejandra Dold, psicopedagoga de la Fundación Majdalani, "hoy se habla de
éxito escolar y no sólo académico, por lo que el docente debe hacer un mayor
esfuerzo para que todos los niños tengan la posibilidad engancharse según sus
distintos intereses".
Gardner, finalmente, da algunos consejos para
mejorar el sistema educativo: "Que todos los niños empiecen a aprender con la
misma edad, sea con un año o con tres, que se los entusiasme con la idea de
aprender y por último, que puedan continuar aprendiendo fuera de la
escuela".
-----------------------------------------------------------
5.- MAESTRÍA EN TRADUCCIÓN E INTERPRETACIÓN EN LA
UBA
La Facultad de Derecho y la Facultad de Filosofia y Letras de la
Universidad De Buenos Aires anuncian la apertura
de:
Seminarios con Creditos para el Proyecto de Carrera de Especializacion y
Maestria en Traducción e
Interpretación
Destinatarios: Traductores
Públicos, Técnicos, Científicos, Literarios, Profesores de Lengua Inglesa con
Título Universitario o Terciario
La Maestría en Traducción e Interpretación orientaciones: comercial/
legal y técnico- científico y literario se completa con 38 créditos más 10
créditos de tesis, o sea con un total de 48 créditos ( 768 horas).El presentismo
requerido es del 80%.
Seminario: "Fonología
Del Inglés – Actualización"
Docente: Profesor:
Norberto Ruiz Díaz.
Horas: 32 Hs. = 2
Créditos.
Dias: Sábados: De 9 A
13.
Fecha De Inicio: 20/08/05
Seminario: "Traducción
Y Lingüística"
Docente: Profesor:
Alejandro Parini
Horas: 32 Hs. = 2
Créditos.
Dias: Martes Y Jueves De
18,30 A 20,30.
Fecha De Inicio: 16/08/05
Seminario: "Estudios
Lingüísticos Contrastivos"
Docente: Profesora: María
Teresa Viñas Urquiza.
Horas: 32 Hs. = 2
Créditos.
Dias: Sábados De 9,00 A
17,00.
Fecha De Inicio: 13/08/05
Seminario: "Actualización
En Traducción Directa"
Docente: Profesora: Ada
Franzoni De Moldavsky
Horas: 32 Hs. = 2
Créditos.
Dias: Viernes 30 De
Septiembre De 18,00 A 20,00.
Viernes 7; 14 Y 21 De
Octubre De 18,00 A 20,00.
Sábados 1; 8; 15 Y 22 De
Octubre De 10,00 A 13,00 Y De 14,30 A
17,30.
Fecha De Inicio: 30/09/05
Seminario: "Introducción
A La Interpretación"
Docentes: Profesores:
Walter Kerr - Margarita Ana Moschetti y Cynthia Abad
Quintaié
Horas: 32 Hs. = 2
Créditos.
Dias: Sábados 1; 15 Y 22
De Octubre De 9,00 A 13,00.
Sábados 5; 12; 19; 26 De
Noviembre De 9,00 A 13,00.
Fecha De Inicio: 01/10/05
El costo de los cursos es de $ 10 la hora reloj, o sea, que un curso de
32 horas cuesta $ 320. Se acepta el pago por tarjeta de
crédito.
Todos los cursos
son también válidos para la Carrera Docente
Informes: Carrera
De Traductorado Público – Figueroa Alcorta 2263 Piso 2do. Ciudad De Buenos Aires
– T.E. 4809-5680 De 9 A 13 Y De 16 A 20.
Correo Electrónico: traductorado@derecho.uba.ar
Inscripción: Departamento De Posgrado – Piso Segundo De 9 A
20.
------------------------------------------------------------
6.- MAESTRÍA EN INGLÉS EN LA UNIVERSIDAD NACIONAL DE RÍO
CUARTO
La Facultad de
Ciencias Humanas de la Universidad Nacional de Río Cuarto anuncia la apertura de
la 3ra Cohorte de su Maestría en Inglés en Marzo de 2006:
Carrera de la Facultad de Ciencias Humanas acreditada por la CONEAU (Res.
223/99).
Proyecto
interinstitucional desarrollado por la UNRC, con la Universidad Nacional de
Córdoba, a través de la Facultad de Lenguas.
Orientaciones: Lingüística Aplicada
y Literatura
Angloamericana.
Sede: Facultad
De Ciencias Humanas / Universidad Nacional De Río Cuarto
Preinscripción Abierta ( 3ra Cohorte) desde Agosto de 2005 a Noviembre de
2005
Inicio De
Actividades: Marzo 2006.
Junta Académica:
Coordinadora: Mgter.
Iliana A. Martinez UNRC
Ma. Ana Celi UNRC.
Ma. María Cristina Astorga
UNRC.
Coordinadora Ma. Lidia Soler UNC.
Dra. Cristina Elgue UNC.
Contactos de
referencia:
Coodinación de la Maestría en
Inglés
Cub. 18, Pabellón B
Tel. 0358-4676575.
e-mail: maestriainglesunrc@hum.unrc.edu.ar
Dirección de Posgrado de la Facultad de Ciencias Humanas
Cub. 2, Tel. 0358-4676467
Cuerpo
Académico
Mgter. María Elena Aguirre UNC.
Dra.
Pampa Olga Arán UNC.
Mgter. María Cristina Astorga UNRC
Mgter.
María Lucrecia Berrone UNC.
Mgter. María Cristina Boiero UNRC.
Dra.
Isolda Carranza UNC.
Ma. Ana Celi UNRC.
Dr. Rolando Costa Picazo UBA.
Dra. Cristina Elgue UNC.
Mgter. Olga Flores UN de Tucumán.
Dra.
Luisa Granato Universidad Nacional de La Plata.
Ma. Ana Longhini UNRC.
Ma. Alba Loyo UNRC.
Mgter. María A. Mac Cormack UNRC.
Mgter. Ileana
A. Martínez UNRC.
Esp. Ana Morra UNC.
Mgter. Laila Nicola UNC.
Mgter. Lidia Soler UNC
Perfil
académico del egresado: El egresado de esta carrera estará capacitado para
abordar la investigación en su campo de especialidad (Lingüística Aplicada
y Literatura Angloamericana), interpretar y resolver problemas inherentes a su
realidad socio-educativa, elaborar y ejecutar proyectos innovadores.
Duración: Dos años
Estructura de
la carrera: La currícula presenta cursos comunes a
ambas orientaciones y seminarios y cursos específicos a cada
orientación. Tanto los cursos como los seminarios serán dictados en el
idioma inglés.
Cursos comunes
a ambas orientaciones:
Orientación
Lingüística Aplicada:
Orientación Literatura
Angloamericana:
Requisitos de
Admisión:
Título
universitario de profesor, licenciado o traductor de inglés.
Arancel: La matrícula tendrá
un costo de $50.
Los alumnos podrán abonar la carrera por crédito, a
$70 o por mes, a $100.
------------------------------------------------------------
7.- III JORNADAS “LA FORMACIÓN DEL PROFESORADO A
DEBATE”
Our dear SHARER Ma.
Cristina
Sarasa from Grupo de Investigación en Ciencias
Sociales
Facultad de Humanidades,
Universidad Nacional de Mar del Plata has got an
announcement to make:
III Jornadas
Mar del
Plata
UNMDP Facultad de
Humanidades
20 y 21 de octubre de
2005
Organiza: Grupo GICIS:
Proyecto: “Formación el Profesorado en el marco de la nueva agenda de la
didáctica”
Fundamentación
La
formación docente se presenta hoy como una de las claves necesarias en el
momento de indagar en un proceso de reforma educativa. Concebimos a los maestros
y otros educadores capaces de enfrentar cuestiones relacionadas con la función
mas amplia del currículo y de la escuela, así como poder articular las
relaciones entre cultura y poder, interés y teoría/ práctica. Imaginamos a los
profesores como intelectuales transformadores que pueden entender cómo
las ideologías dominantes de etnicidad, clase, género y raza han dejado una
huella en la forma en que piensan y actúan. Es por ello que se hace necesario un
diálogo crítico comprometido que pueda situarlos desde este lugar de
transformación social en época de neoliberalismo pedagógico que pueda generar
las “condiciones de posibilidad” necesarias para el cambio
educativo.
Afirma Pruzzo (2002) que
“esta formación de profesores, más que
concebirlos como aplicadores acríticos de las ideas de los especialistas, puede
enseñar a indagar en el marco de contextos sociales de la escolarización, en las
propias autocomprensiones de los docentes, en las diferencias culturales que
luego se trocan en las distancias escolares”. Este análisis nos
permite comenzar a compartir ideas sobre lo que significa la democracia en las
instituciones escolares. En este sentido Giroux (1998) afirma que “los
educadores necesitan dar a los estudiantes una voz activa en la determinación de
su futuro y encontrar una noción de pedagogía que dé coherencia a varios
conflictos y movimientos políticos, enfocándose en los tipos de lenguaje, formas
de comunicación y prácticas sociales a través de las cuales la gente aprenda
acerca de sí misma y de sus relaciones con temas sobre significado, poder y
lucha”.
Nuestra hipótesis de
trabajo concibe que la visión epistemológica de la actual formación de
profesores con un fuerte énfasis en la formación teórica determina una práctica
docente acrítica, caracterizada por la reproducción de las propias biografías
escolares. En las Jornadas avanzaremos en esta definición a partir de la
discusión y la crítica en torno a los nuevos ejes que deben configurar la
docencia y la formación
profesional.
¿Por qué debe investigarse sobre la enseñanza?
Gimeno Sacristán (1997: 7 ss.) indica
que la carencia de investigaciones en este campo sugiere, a su vez, la carencia
de fundamentos, reflexiones y críticas para las prácticas docentes. La
investigación permite que la docencia tome conciencia de sí misma. Díaz Barriga
(2002: 33-34) insiste sobre la necesidad de comprender las prácticas docentes en
las instituciones de educación superior ya que éstas se ocupan no solo de la
transmisión del conocimiento sino que juegan un papel fundamental en su
organización y creación.
En cuanto a la formación del
profesorado en el ámbito de la educación superior, la misma no ha sido
íntegramente reconocida como un objeto de conocimiento sólido. Esta cuestión
también ha afectado a los programas de formación docente, que pueden
beneficiarse con la realización de investigaciones educativas (Liston y
Zeischner 1997: 163-165, 218-219). Existen en la actualidad
investigaciones en las cuales los formadores de docentes, sean o no
especialistas en educación propiamente dichos, estudian problemáticas de la
formación del profesorado al tomar sus propios contextos como sitios de
investigación. En la literatura profesional y en las actas de las conferencias
profesionales se encuentran una variedad de términos que indican que un número
cada vez mayor de formadores docentes se encuadra abocado a distintas formas de
indagación de sus prácticas: investigación docente, investigación acción,
indagación autobiográfica, auto estudio, autoreflexión, estudio de la docencia,
desarrollo de saberes en la enseñanza y el aprendizaje. Si bien estos términos
no son en absoluto sinónimos, contribuyen a indicar una nueva investigación en
la formación docente. Por otra parte, la docencia y la investigación son
componentes inseparables de la vida
universitaria.
Desde esta perspectiva de construcción de un
abordaje crítico para
Programa
Día 20 de
octubre
10,00 horas: Apertura.
10,30 horas: Mesa de
Debate
15,00 horas: Mesas de
Comunicaciones por área temática
18,30 horas: Mesa de
Debate
Día 21 de
octubre
09,00 horas: Mesas de
Comunicaciones por área temática
13 horas: Mesas de
trabajo de comisiones
16,00 horas. Conferencia
de cierre
Informes e Inscripción:
Dirección Postal: Facultad de Humanidades, Complejo Universitario, Funes 3350,
7600 Mar del Plata
Tel/fax: 0223-475-2277.
/ sordelli@mdp.edu.ar
Aranceles : Expositores:
$ 25 , Asistentes: $ 20, Alumnos:
gratis
Forma de pago: los
aranceles se abonarán al momento de la
acreditación
Los alumnos de
Formato de las
comunicaciones
Las mismas presentarán
resultados de trabajos en el campo de la investigación de la formación docente.
Tendrán una extensión máxima de ocho páginas tamaño A-4, incluido los gráficos,
notas y bibliografía. Se presentarán con letra Times New Roman, cuerpo 12,
espacio y medio. El título debe ir centrado, con mayúscula y negrita, sin
subrayar. Abajo del título debe consignarse el nombre del/de los autor/es
(alineación izquierda y en minúscula), la dependencia académica donde
desarrolla/n sus actividades y la dirección de correo electrónico. Luego se
incluirá un abstract del artículo en no más de cien palabras. Los subtítulos se
escribirán en negrita y también sin subrayar. Las palabras con énfasis en el
texto se presentarán exclusivamente con letra
cursiva.
El texto deberá estar
justificado y presentar sangría de primera línea en vez de tabulaciones para los
márgenes.
Las citas bibliográficas
en el texto de realizarán entre paréntesis, indicando apellido del autor, año de
publicación, y página: (Giroux 1993:
20)
Las citas textuales
mayores de cuatro líneas se incluirán en cuerpo de interlineado simple, Times
New Roman 10, sangría de primera línea para todo el
texto.
Las referencias
bibliográficas se incluirán al finalizar el texto según las siguientes
convenciones, incluyen sangría francesa para todas las
referencias:
Libro; un autor: Bruner,
J. (1997) La educación, puerta de la
cultura, Madrid, Visor.
Libro,
varios autores: Tishman, S., D. Perkins, y E. Jay. (1998) Un aula para pensar,
Bs. As.,
Aique.
Capítulo de libro: Litwin, E. (1998) “La investigación didáctica en un debate
contemporáneo”, en: Baquero, R. y cols. Debates Constructivistas,
Bs. As., Aique.
Artículo de publicación
periódica: Schleppegrell, M. (1998) “La gramática como recurso para la
escritura”, en: Investigación en la
enseñanza, Vol. 32, Nº 2.
Las comunicaciones se
presentarán en una copia impresa acompañada del disquete rotulado con el nombre
del autor/es y el título de la misma. Se solicita asimismo el envío del trabajo
por correo electrónico, exclusivamente en formato RTF que presenta menos riesgos
de virus.
Direcciones de envío de
los trabajos: mcsarasa@ciudad.com.ar o
zelmira@copetel.com.ar
Plazos: Las comunicaciones
se recibirán hasta el 15 de septiembre. El objetivo del Comité organizador es
publicar las actas de las jornadas antes de su inicio. Solicitamos por lo tanto
el respeto de los plazos fijados.
Comité
organizador:
Luis Porta, Zelmira Alvarez,
Cristina Sarasa, Sonia Bazán, Silvia Branda, Gladys Cañueto
Maria Laura Sordelli,
Claudia Cadaveira.
------------------------------------------------------------------------
8.- ENCUENTRO
DE EXPERIENCIAS DE LECTURA EN INGLÉS EN
LA ESCUELA
Our dear SHARER Ana Lía
Cabrera has got an invitation for all of
us:
Dear Teachers,
Below you'll find all the info concerning this 1st "Encuentro de Experiencias de Lectura en
Inglés", which means SHARING. Sharing the
experiences you've had with your students, which will, needless to say,
benefit everyone concerned with fostering the pleasure of
For further info or any doubts you may have, please contact
lecturaeningles@hotmail.com
Warm regards
ADVICE Bookshop - RAFAELA
Brown 239 - Rafaela -
Tel. 03492 – 430852 - E-mail
advicera@arnet.com.ar
“I Encuentro de Experiencias
de Lectura en Inglés en la Escuela”
2005
La Secretaría de Integración Comunitaria de la Municipalidad de Rafaela,
la Dirección Regional de Educación y Cultura – Región III y el Instituto
Superior del Profesorado Nº 2 “Joaquín V. González”, organizan e invitan a
participar en el
I Encuentro De Experiencias
De Lectura En Inglés En La Escuela que se realizará en Rafaela, los días 07 y 08 de
Octubre de 2005, en el Centro Cultural Municipal – Sala Sociedad Italiana –
Pueyrredón Nº 262.
In the
context of second language learning and teaching, Literature has usually tended
to have a capital “L”. The principal aim of this meeting is to get rid of that
institutionalised capital, and to prove, in practical rather than theoretical
terms, how literature is both necessary and useful in language
teaching.
Propósito
Este Encuentro intenta instalar en la región un espacio
de intercambio y reflexión permanente sobre las experiencias de lectura en
inglés que se llevan o se han llevado a cabo en las instituciones educativas de
E.G.B. 1, 2, 3, y de nivel
Polimodal de la Región III de Educación y
Cultura.
Destinatarios
Expositores: Maestros y
Profesores de Inglés de EGB 1, 2 y 3 y de nivel
Polimodal
Maestros y Profesores de
Inglés de Academias y de Institutos
Privadas
Oyentes: Docentes de
Inglés de todos los niveles, Estudiantes del Profesorado de
Inglés
Estudiantes de carreras
afines con conocimientos de Inglés
Comité
Académico: Nivel E.G.B. 1, 2 y 3
Prof. Liliana Coppetti, Prof.
Beatriz Camacho y Prof. Viviana Piacenza
Nivel Polimodal: Prof. Tuky
Ibáñez de Chiaraviglio, Prof. Lelia Chiapero y Prof. María Rosa
Bostico
Presentación de Ponencias
Las Ponencias consistirán en
relatos en inglés de experiencias de lectura o de animación de la lectura, en
curso o concretadas en los niveles de E.G.B.1, 2, 3 y
Polimodal.
Las Ponencias deberán
ajustarse a la siguiente estructuración:
Título
Breve caracterización
del contexto de la experiencia: Grupo con el cual se trabajó, situación
socio-económica, edades de los alumnos, experiencias de lectura
previas.
Inserción
institucional del proyecto: Obstáculos, resistencias, apoyos, situaciones
facilitadoras, recursos disponibles.
Marco de
fundamentación.
Propósito de la
experiencia.
Narración de las
acciones.
Impacto en el grupo
participante y en la institución.
Evaluación personal de la
experiencia.
Bibliografía de apoyo (en el
caso que se haya utilizado).
Extensión Máxima: 6 (seis)
carillas.
Tiempo disponible para la
presentación: 20 (veinte) minutos. Podrán incluirse testimonios de las
producciones de los alumnos (textos, casetes,
videos).
Se podrá utilizar 10 (diez)
minutos adicionales para responder inquietudes de la
audiencia.
Los trabajos deberán
estar encabezados por: Datos de autor / autores (incluir dirección de correo
electrónico disponible), institución a la que representa(n), título de la
experiencia de lectura, nivel de
aplicación
El formato a observar es el
siguiente:Hoja tamaño A4, Letra Arial 12, Interlineado:
1,5
Los trabajos deberán
entregarse hasta el 02 Septiembre de 2005, por triplicado, en copia papel y en
soporte magnético, en el tercer piso del Edificio Municipal, de 8:00 a 12:00.
Los trabajos deberán acompañarse con la ficha de inscripción de cada
expositor.
Los trabajos que no reúnan
condiciones para ser expuestos serán devueltos con sugerencias para su
reelaboración.
El Comité Académico
comunicará la aceptación de las ponencias a las instituciones hasta el día 16 de
septiembre de 2005.
Inscripción
Costo: Expositores, $ 5.-
(Por grupo que presenta trabajo), Oyentes, $
3.-
Los interesados deberán
inscribirse en la Municipalidad de Rafaela – 3º piso, los días hábiles, de 8:00
a 12:00, a partir del 01 de agosto de 2005.
Ante cualquier duda, solicitar mayor
información al Tel: 03492 –
427201/50200 Int. 178, de 8:00 a 12:00
Para requerir apoyo tutorial
para la redacción de las ponencias, dirigirse vía correo electrónico a la
siguiente dirección: lecturaeningles@hotmail.com
------------------------------------------------------------------------
9- IV JORNADA BONAERENSE PARA
TRADUCTORES E INTÉRPRETES
Our dear SHARER Ana María Paonessa writes to
us:
El Círculo de Traductores
Públicos e Intérpretes de la Zona Oeste se complace en anunciar que el 24 de
septiembre de 2005 de 9 a 17 tendrá lugar
la
II Jornada Del Círculo De
Traductores Públicos e Intérpretes se la Zona Oeste
y la IV Jornada Bonaerense para Traductores e
Intérpretes
organizadas por los
Círculos de Traductores Públicos de la Provincia de Buenos Aires y dirigidas a
Traductores Públicos, Técnicos, Científicos y Literarios, Intérpretes,
Estudiantes y Profesores de las respectivas carreras. Estas Jornadas han sido
declaradas de interés municipal por la Municipalidad de La Matanza y la
Municipalidad de Morón. Cuentan también con los siguientes auspicios:
Universidad del Museo Social Argentino, Universidad de Morón, Colegio de
Traductores Públicos de la Ciudad de Buenos Aires, Asociación Argentina de
Traductores e Intérpretes, Asociación Civil de Docentes de Idioma Alemán,
Fundación Litterae, Colegio de Arquitectos de la Provincia de Buenos Aires,
Distrito III.
Disertaciones:
* El control de calidad en la
traducción, a cargo de María Cristina Pinto, Traductora
Literaria y Técnico-Científica (IESLV J.R. Fernández), Licenciada en Idioma
Inglés (UB).
* Cómo contraponer el
concepto de “slow-down” a la urgencia diaria del traductor, a cargo de Nilda
Ayala, Traductora Pública en Idioma Inglés
(UBA).
* El intérprete, malabarista
de aptitudes propias y ajenas, a cargo de María Cristina de Ortúzar, Traductora
Pública (USAL), Profesora Universitaria (USAL), Master in Cultural Studies and
Comparative Education (London University).
Mesas
Redondas:
* Colegiación: Necesidad
imperiosa. Con la participación del Colegio de Traductores Públicos de la Ciudad
de Buenos Aires, el Colegio de Arquitectos de la Provincia de Buenos Aires
Distrito III y los Círculos de Traductores Públicos de la Provincia de Buenos
Aires.
* El traductor argentino y el mundo
actual. Con la participación de los Traductores Públicos Luisa D'Orazio,
Margarita Stecher, Pablo Palacios, Margarita Willemyns y Susana
Cohen.
Aranceles: Hasta el
17/9/05 inclusive: Estudiantes: $ 25. Asociados a los Círculos con credencial: $
30. Público en general: $ 40.
Desde el 18/9 hasta el
24/9/05: Estudiantes: $ 30. Asociados a los Círculos con credencial: $ 40.
Público en general: $ 50.
Lugar de la Jornada: Avda.
de Mayo 56, Ramos Mejía, Buenos Aires (alt. Avda. Rivadavia
14100)
Informes: infojornada@ciudad.com.ar
- 4372-0068 / 4672-0095 / 4751-2418 / 4654-2077
------------------------------------------------------------------------
10.- NINTH ANNUAL BOOK FAIR IN SAN
MIGUEL
Our dear SHARER Juan Carlos Udovín has sent this
announcement:
Dear
Colleagues,
Come and meet these renowned
speakers and institutions at our 9th Annual Book Fair on September 10, 2005.
Time: 9.00 to 19 .00 hours at
Instituto Superior Cultural Británico,
Maestro Angel D´Elia
1564/66 - San Miguel - TE: 4451-1657 / 4667-0446 - icb@sinectis.com.ar
Speakers:
Caroline
Gwatkin
Maria Marta
Suarez
Marcela
Marianelli
Fabián
Wallace
Mariel
Martins
Claudio
Alegre
Juan
Ferretti
Alfred Seymour
Maria Teresa
Manteo
Alfredo
Bilopolsky
Norberto Ruiz
Diaz
Virginia
Lombardi
Valeria Rodríguez Van
Dam
Alicia Lopez
Oyhenart
Maria Marta
Crespo
On the Road
Great talks by renowned speakers, Commercial presentations, incredible
discounts,
And all for free!
For further information
and enrolment please enter: www.icbritanico.com.ar
This event is sponsored by Licenciatura en
Lengua Inglesa –Universidad Tecnológica Nacional.
------------------------------------------------------------
11.- 2005 SPRING
CONFERENCE
Our dear SHARER Fabian Wallace
announces his 2005 Spring
Conference
JET
SET
AQA´s
ESOL Examinations
organises the 2005 Spring Conference
October,
1st –
Turn
Your Students Into Chatter Boxes!
And how to achieve this with preschoolers- children-adolescents and
adults
Don’t you sometimes feel that
…
in crowded courses your students´ productive skills are always left
behind?
…
they learn grammar but can hardly ever
put it into action?
…
they do not trust in English as a valid channel for real
communication?
Come and meet the most widely recognised ELT specialists for the
different
age-groups in this area! Book writers, Teacher trainers and ELT novel
materials: all in one place!
Ben
Goldstein (
4 Plenaries, a Play and an Exhibition
Area.
Info:
jetset@argentina.com /
(011)
4481-2555 / Visit us: www.aqa.org.uk/qual/esol.html
This event has the sponsorship and
institucional support of Licenciatura en Lengua Inglesa –Universidad Tecnológica
Nacional and the auspices of APIBA and SEA.
Registration: Estari Libros: Viamonte 2052 Tel:
(011)4374-2738
------------------------------------------------------------
12.- CONVERSATION WORKSHOPS ON
AMERICAN CULTURE
Our dear SHARER Laura Renart has got an invitation to
make:
T.S. Elliot Bilingual
Studies
Come and have a cup of
coffee while you update your English with Nikki, an American native speaker of
English with great teaching experience
Conversation
Workshops on American Culture
and also let’s
discuss:
What are those quirks we
use in our variety of English that do not sound ‘English’ at
all?
Nikki Bardoulas holds a
B.S. in Secondary Education from University of Dayton, Dayton, Ohio, U. S. with
coursework in psychology, sociology, child development and diversity. She is a
former primary school teacher in inner-city Catholic schools, specialized in
English, American History, African American Studies, World Studies, World
History, and Psychology.
Every Tuesday from
Phone us and join us next
time.
Alem 1380 - Banfield - Tel. / fax: 4202 –
3672
e-mail: info@tseliot.com.ar /
www.tseliot.com.ar
Special discounts for
former students and teacher trainees
------------------------------------------------------------------------
13.- DÉCIMAS JORNADAS DE ENSEÑANZA DE LENGUAS EXTRANJERAS EN EL
NIVEL
SUPERIOR
San Salvador de Jujuy
6, 7 y 8 de octubre de 2005
Instituto de Formación Docente Continua Nro 4 “Raúl Scalabrini
Ortiz”
Avda
Santibáñez 1400 - 4600 San Salvador de Jujuy - Tel. 0388 – 423 -
6535
Integrantes del Comité
Académico
Ana Inés Heras Moner
Sans, Zulema Brea de Cárrega, María Cristina Bernasconi de Gebauer, Liliana
Chávez, Luisa Edith Checa, Marta Susana Gil de Svendsen, María Lizárraga de
Venencia, Amanda Rosa Medrano de Elías, Rebeca Gladis
Rodríguez
Rosa del Carmen
Rojas
Conferencias, Seminarios y
Talleres:
Podemos confirmar las
siguientes actividades:
1. Conferencia y Seminario a cargo de
Jean-Pierre Cuq, Vicepresidente de
2. Taller a cargo de
Aranceles:
A partir del 30 de junio, el
monto de los aranceles fue fijado en:
Docentes
$ 100.-
Estudiantes
$ 50.-
For further information contact: Ma.
C. B. de Gebauer - jorle2005@yahoo.com.ar
-------------------------------------------------------------
14- PRIMER ENCUENTRO PROVINCIAL DE
NARRACIÓN ORAL "LIBROS Y VOCES EN
COMUNICACIÓN"
Our dear SHARER Lic.Florencia Saintout. Directora
Provincial de Bibliotecas
Fga. Susana Lino. Prof.Tit. Cátedra Libre
Narración Oral write to us:
La Dirección de Bibliotecas y Promoción de la
Lectura, del Instituto Cultural de la Provincia de Buenos Aires, conjuntamente
con la Cátedra Libre de Narración Oral de la Facultad de Periodismo y
Comunicación Social, Universidad Nacional La Plata, tienen el agrado de
invitarles al Primer Encuentro Provincial de Narración Oral "Libros y voces en
comunicación" a realizarse en la ciudad de La Plata, los días 9 y 10 de
septiembre 2005, en el Aula 3 , primer piso de la Sede de la Facultad,
calle 4 entre 43 y 44.
Con motivo de esta celebración
de la palabra, la palabra viva, la palabra-imagen, habrá paneles con
exposiciones de invitados cuyo quehacer se vincula con las Bibliotecas, la
Comunicación y la Narración Oral, como así también talleres y espectáculos
de Narración Oral Escénica.
Los destinatarios del Encuentro serán
bibliotecarios, narradores orales, docentes, comunicadores, artistas,
escritores, estudiantes, miembros de la comunidad.
Programa y Ficha de Inscripción en
archivos adjuntos.
Para consultas e inscripción encuentronarracionoral@yahoo.com.ar
Para ampliar
información: www.perio.unlp.edu.ar (ver Cátedras Libres:
Narración Oral)
Para comunicación vía mail con la Cátedra Libre de Narración
Oral: narracionoral@perio.unlp.edu.ar
Todas las actividades del Encuentro serán
gratuitas.
-------------------------------------------------------------
15.- COLUMNA DE “IDIOMAS,ARTE Y CULTURA” EN RADIO
ARGENTINA
Our dear SHARER Analía
Kandel has got an invitation for all of
us:
Columna de "Idiomas, Arte
y Cultura" de Analía Kandel
Tercer sábado de cada mes a las 15.30 hs.
en "Bureau de Arte"
www.bureaudearte.com.ar
- Sábados de 15.30 a 17
hs.
Conducción / Producción: Elena Fassio y Nolo Correa por Radio Argentina
AM 570
On line en www.am570radioargentina.com.ar
Audios de entrevistas
anteriores en www.analiakandel.com.ar
La columna de
"Idiomas, Arte y Cultura" aborda temas relacionados con aspectos lingüísticos y
culturales de las lenguas extranjeras a través de comentarios, gacetillas y
entrevistas a especialistas, profesionales y representantes de diversas
instituciones con el fin de brindar información actual y relevante a profesores,
traductores, intérpretes y
amantes de los idiomas y la
palabra.
Sábado 17 de
septiembre, 15.30 hs.
1.
Elsa Grimaldi, Vicepresidente de la
Asociación Santafesina de Profesores
de Inglés (ASPI)
30º Congreso
Internacional de FAAPI (Federación Argentina de Asociaciones de Profesores de
Inglés) organizado por ASPI (Asociación Santafecina de Profesores de Inglés) a
realizarse del 22 al 25 de septiembre de 2005 en la ciudad de Santa
Fe.
2.
Lía López, Coordinadora del Proyecto Bilingüe de Frontera
Ana Armendáriz, Coordinadora del Área Lenguas Extranjeras
Dirección
Nacional de Gestión Curricular y Formación Docente, Ministerio de Educación,
Ciencia y Tecnología de la Nación
Escuelas públicas bilingües en zonas de
frontera. Programa Bilingüe de Frontera Portugués-Español. El "portuñol".
Proyectos del programa para la educación intercultural. Aplicación del Módulo
Común para la Educación Básica de formación histórica, geográfica,
lingüística,cultural y artística de los países del
MERCOSUR.
Sábado 15 de
octubre, 15.30 hs.
1. Stella Maris Acuña, Miembro de la Comisión
Organizadora de las Jornadas de Lengua y Cultura Japonesa Para Hispanohablantes
VII Jornadas De Lengua Japonesa para Hispanohablantes - III Jornadas de Cultura
Japonesa, 14 y 15 de octubre, Ciudad de Córdoba, organizadas por el Instituto
Tozai y la Universidad Nacional de Córdoba, Escuela de Historia y Humanidades,
auspiciadas por la Embajada de Japón en la República Argentina.
2. Ofelia
Veltri, Directora de la Asociación Argentina de Cultura Inglesa (AACI) y el
British Arts Centre (BAC).La institución. Cursos, servicios y actividades.
Centro Cultural BAC (British Arts Centre).Objetivos. Actividades
culturales.
Sábado 19 de noviembre, 15.30 hs.
Roberto
Arias, Periodista y capacitador de la Radio Comunitaria Mapuche FM
Pocahullo
Reciente e histórico otorgamiento por parte del Comfer de una
licencia a una radio comunitaria aborigen: FM Pocahullo (98.5 MHz,
Aucapán,Neuquén). Sus objetivos. Su rol en la preservación del mapudungun, la
lengua mapuche.
Columnas anteriores
En www.analiakandel.com.ar podés escuchar fragmentos de las
entrevistas
más recientes
Analía Kandel es Profesora Nacional de
Inglés, egresada del Instituto Superior del Profesorado "Dr. Joaquín V.
González". Obtuvo una Maestría (M.A.) en la Enseñanza de Inglés como Lengua
Extranjera de la Universidad de Reading, Reino Unido. Es especialista en la
enseñanza de lengua inglesa, y específicamente en la enseñanza de la escritura
con un enfoque de proceso. Es miembro de la Comisión de Educación de Fundación
El Libro. Desde 2000 es Coordinadora del Dpto. de Inglés en Boston College.
Dicta talleres y seminarios de capacitación sobre lengua inglesa y metodología
de la enseñanza para docentes. Actualmente cursa la carrera de Producción en la
Escuela Terciaria de Estudios
Radiofónicos (E.T.E.R.) y conduce el espacio
"Idiomas, Arte y Cultura" en el programa "Bureau de Arte" en Radio Argentina AM
570.
E-mail: akandel@arnet.com.ar / Web:
www.analiakandel.com.ar
------------------------------------------------------------------------
16.- NEWS
FROM THE
Our dear SHARER Alfred
Hopkins sends us this message:
The
Presents: “Journalism
Workshop”
Saturdays,
Learn how to edit school
magazines, prepare radio and TV programs.
$60 per month or $15 per
class
Contacts: 4334-1561 or
alfshopkins@yahoo.com.ar / web: http://www.a-hopkins.com
--------------------------------------------------------------------
17.- TEACHING COMPETITION AT LENGUAS VIVAS
SOFÍA
E. BROQUEN DE
SPANGENBERG
Nivel
Terciario
Escuela
Normal Superior en Lenguas Vivas “Sofía E. Broquen de Spangenberg”
Tecnicaturas
de Indumentaria/Gastronomía - Interinato/Suplencia
Se encuentra
abierta la inscripción desde el 16 hasta el 29 de agosto inclusive para cubrir
la siguiente instancia: Inglés
Técnico
1ra. Cátedra
interina a cubrir: lunes de 18 a 20hs
Presentar
curriculum actualizado y completar planilla que se retira en la fotocopiadora de
la escuela (subsuelo) Nivel Terciario - Juncal 3251. 1° piso anexo. 9 a
11,30 hs y 18 a 20,30 hs
--------------------------------------------------------------------
17.- ICANA ANNUAL SEMINAR
Icana Annual Seminar 2005
Wednesday, August 31 - Friday, September
02
ICANA,
Maipú 672,
Keynote
Speaker:
Ann Katz
Topic:
Assessment.
Lecturer, Master of Arts in
Teaching, Language Teacher Education (
Program sponsored by Embassy of the United States of America, Public
Affairs Section
Speaker:
David
Nunan
Topic:
Motivating Young
Teens: a learner-centered approach
David
Nunan
Professor of Applied Linguistics and
Director of the English Centre at the
Speaker
sponsored
by Thomson Learning
Registration : Seminar Fee: $
25
Discussion Groups´ Breakfast (Fri. Sept 02) $
3
Please, send registration form http://www.icana.org.ar/formularios/seminarform05.php by
Seminar
fee payable on-site.
On-site
registration starts Wednesday, August 31,
--------------------------------------------------------------------
19.- ONLINE COURSES BY NET LEARNING
Our dear SHARER Brenda
Larefice from Net Learning has sent us this
information:
Course:
Aspect in
English: the key to understanding TENSES...and much more
Tutor: Aldo
Blanco
Starting date: 22
September
Duration: 5
weeks
Further information: http://www.net-learning.com.ar/cursos.htm#inglés
Fee: AR$ 160 (in
Puntaje docente Resolución del Gob. de la Cdad. de Bs. As. Nº
434/05
Certificado
por la Escuela de Posgrado de la UNSAM y AEXALEVI
Course: How to teach English via the Internet
Tutor: Susana
Trabaldo
Starting date: 27
September
Duration: 5
weeks
Further information: http://www.net-learning.com.ar/cursos.htm#inglés
Fee: AR$ 160 (in
Certificado
por la Escuela de Posgrado de la UNSAM y AEXALEVI
------------------------------------------------------------------------
There cannot be a better
way to end up this issue of SHARE than with the words of
one
of our staunch supporters and very
dear SHARER : Lidia Schliesinger
<schliesingerl@ciudad.com.ar>
Hi Marina and Omar,
I would like to thank you with all my heart for the wonderful work you
have both been doing with your out-of this-world SHARE Magazine.! It
makes me feel the world is getting smaller all the time... because there are no
barriers, no frontiers, no differences.... just a common goal: to SHARE
what we know....
And when I think about all the hard and honest work, dedication and
enthusiasm that you have put into this task, one cannot be surprised at the end
result: sharing, sharing and sharing everything we know on the subject,
sharing all the experiences and benefits accumulated through our different
experiences in this field.
SHARE also conveys a feeling of hope for union,
understanding and joint efforts. It's an inspiration for all of us.
Keep up the good work!
Love,
Lidia
HAVE A WONDERFUL
WEEK
Omar and
Marina.
------------------------------------------------------------------------
SHARE is distributed
free of charge. All announcements in this electronic magazine are also
absolutely free of charge. We do not endorse any of the services announced or
the views expressed by the contributors. For more information about the
characteristics and readership of SHARE visit: http://www.groups.yahoo.com/group/ShareMagazine
VISIT OUR WEBSITE : http://www.ShareEducation.com.ar
There you can read all past issues of SHARE in the section SHARE ARCHIVES.