SHARE
An
Electronic Magazine by Omar Villarreal and Marina Kirac ©
Year
7
Number 168 June 28th 2006
10,602 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,
Just a few
lines to say the two old but never worn out words: “thank you”. Thank you to
the beautiful people that crowded the main hall of Hotel Jardín for the NOA
Congress in Tucumán (not to see me but for the whole length of the Congress,
that is). Thank you to the early –risers that attended my plenary at URUTESOL
in
Back home,
both Marina and I are getting ready for the big family occasion of the year: It
will be Sebas´s (our youngest son) 18th birthday party next July 8th
and for our pet professional event of the year the 12th National
Congress of Teachers of English where we will both speak. Plenty of work but
with lots of gaiety and pleasure!
Love
Omar and Marina
______________________________________________________________________
In SHARE 168
1.- John Updike on Authorship.
2.- The effects of teachers' characteristics on teaching EFL.
3.- The Basics of MI – Multiple Intelligences
Theory.
4.- On Brain Based Consultants.
5.- Primeras Jornadas Internacionales de
Fonética y Fonología.
6.- APIZALS´6th
Annual Conference in Bariloche.
7.- Humanistic Language Teaching Conference.
8.- Second
National Meeting of Teacher Training Colleges
9.- 20th ARTESOL Convention.
10.- Shakespeare
at the British Arts Centre.
11.- XI Seminar on
English Phonetics in
12.- Teaching English to Kids in times of the
World Cup.
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1.- JOHN UPDIKE ON AUTHORSHIP
The End of Authorship
By John Updike
Published: June 25, 2006 - Sunday Book
Review – The New York Times
Booksellers, you are the salt of the book
world. You are on the front line where, while the author cowers in his opium
den, you encounter - or "interface with," as we say now - the rare
and mysterious Americans who are willing to plunk down $25 for a book.
Bookstores are lonely forts, spilling light onto the sidewalk. They civilize
their neighborhoods. At my mother's side I used to visit the two stores in
downtown Reading, Pa., a city then of 100,000, and I still recall their names
and locations - the Book Mart, at Sixth Street and Court, and the Berkshire
News, on Fifth Street, in front of the trolley stop that would take us home to
Shillington.
When I went away to college, I marveled at
the wealth of bookstores around
After Harvard, I went to Oxford for a
year, and browsed for dazed hours in the rambling treasury, on the street
called the Broad, of Blackwell's - shelves of Everyman's and Oxford Classics,
and the complete works, jacketed in baby-blue paper, of Thomas Aquinas, in
Latin and English! Then I came to New York, when Fifth Avenue still seemed
lined with bookstores - the baronial Scribner's, with the central staircase and
the scrolled ironwork of its balconies, and the Doubleday's a few blocks on,
with an ascending spiral staircase visible through plate glass.
Now I live in a village-like corner of a
small New England city that holds, mirabile dictu, an independent bookstore,
one of the few surviving in the long coastal stretch between Marblehead and
Newburyport. But I live, it seems, in a fool's paradise. Last month, The New
York Times Magazine published a lengthy article that gleefully envisioned the
end of the bookseller, and indeed of the writer. Written by Kevin Kelly,
identified as the "senior maverick" at Wired magazine, the article
describes a glorious digitalizing of all written knowledge. Google's plan,
announced in December 2004, to scan the contents of five major research
libraries and make them searchable, according to Kelly, has resurrected the
dream of the universal library. "The explosive rise of the Web, going from
nothing to everything in one decade," he writes, "has encouraged us
to believe in the impossible again. Might the long-heralded great library of
all knowledge really be within our grasp?"
Unlike the libraries of old, Kelly
continues, "this library would be truly democratic, offering every book to
every person." The anarchic nature of the true democracy emerges bit by
bit. "Once digitized, books can be unraveled into single pages or be
reduced further, into snippets of a page," Kelly writes. "These
snippets will be remixed into reordered books and virtual bookshelves. Just as
the music audience now juggles and reorders songs into new albums (or
'playlists,' as they are called in iTunes), the universal library will
encourage the creation of virtual 'bookshelves' - a collection of texts, some
as short as a paragraph, others as long as entire books, that form a library
shelf's worth of specialized information. And as with music playlists, once
created, these 'bookshelves' will be published and swapped in the public
commons. Indeed, some authors will begin to write books to be read as snippets
or to be remixed as pages."
The economic repercussions of this
paradise of freely flowing snippets are touched on with a beguiling
offhandedness, as a matter of course, a matter of an inexorable Marxist
unfolding. As the current economic model disappears, Kelly writes, the
"basis of wealth" shifts to "relationships, links, connection
and sharing." Instead of selling copies of their work, writers and artists
can make a living selling "performances, access to the creator,
personalization, add-on information, the scarcity of attention (via ads),
sponsorship, periodic subscriptions - in short, all the many values that cannot
be copied. The cheap copy becomes the 'discovery tool' that markets these other
intangible valuables."
This is, as I read it, a pretty grisly
scenario. "Performances, access to the creator, personalization,"
whatever that is - does this not throw us back to the pre-literate societies,
where only the present, live person can make an impression and offer, as it
were, value? Have not writers, since the onset of the Gutenberg revolution,
imagined that they already were, in their written and printed texts, giving an
"access to the creator" more pointed, more shapely, more loaded with
aesthetic and informational value than an unmediated, unpolished personal
conversation? Has the electronic revolution pushed us so far down the path of
celebrity as a summum bonum that an author's works, be they one volume or 50,
serve primarily as his or her ticket to the lecture platform, or, since even
that is somewhat hierarchical and aloof, a series of one-on-one orgies of
personal access?
In my first 15 or 20 years of authorship,
I was almost never asked to give a speech or an interview. The written work was
supposed to speak for itself, and to sell itself, sometimes even without the
author's photograph on the back flap. As the author is gradually retired from
his old responsibilities of vicarious confrontation and provocation, he has grown
in importance as a kind of walking, talking advertisement for the book - a much
more pleasant and flattering duty, it may be, than composing the book in
solitude. Authors, if I understand present trends, will soon be like surrogate
birth mothers, rented wombs in which a seed implanted by high-powered
consultants is allowed to ripen and, after nine months, be dropped squalling
into the marketplace.
In imagining a huge, virtually infinite
wordstream accessed by search engines and populated by teeming, promiscuous
word snippets stripped of credited authorship, are we not depriving the written
word of its old-fashioned function of, through such inventions as the written
alphabet and the printing press, communication from one person to another - of,
in short, accountability and intimacy? Yes, there is a ton of information on
the Web, but much of it is egregiously inaccurate, unedited, unattributed and
juvenile. The electronic marvels that abound around us serve, surprisingly, to
inflame what is most informally and noncritically human about us - our computer
screens stare back at us with a kind of giant, instant "Aw, shucks,"
disarming in its modesty, disquieting in its diffidence.
The printed, bound and paid-for book was -
still is, for the moment - more exacting, more demanding, of its producer and
consumer both. It is the site of an encounter, in silence, of two minds, one
following in the other's steps but invited to imagine, to argue, to concur on a
level of reflection beyond that of personal encounter, with all its merely
social conventions, its merciful padding of blather and mutual forgiveness.
Book readers and writers are approaching the condition of holdouts, surly
hermits who refuse to come out and play in the electronic sunshine of the
post-Gutenberg village. "When books are digitized," Kelly ominously
promises, "reading becomes a community activity. . . . The universal
library becomes one very, very, very large single text: the world's only
book."
Books traditionally have edges: some are
rough-cut, some are smooth-cut, and a few, at least at my extravagant
publishing house, are even top-stained. In the electronic anthill, where are
the edges? The book revolution, which, from the Renaissance on, taught men and
women to cherish and cultivate their individuality, threatens to end in a
sparkling cloud of snippets.
So, booksellers, defend your lonely forts.
Keep your edges dry. Your edges are our edges. For some of us, books are
intrinsic to our sense of personal identity.
John Updike's most recent novel is
"Terrorist." This essay is adapted from his address to booksellers at
the Book Expo convention held last month in
http://www.nytimes.com/2006/06/25/books/review/25updike.html?_r=1&8bu=&emc=bu&pagewanted=all
© 2006 by The New York Times
------------------------------------------------------------------------
2.- THE EFFECTS
OF TEACHERS' CHARACTERISTICS ON TEACHING
EFL
Our dear SHARER Bahman Gorjian from the
Islamic Azad
has sent us this paper of his authorship
for publication.
The effects of teachers'
characteristics on teaching EFL among
Iranian first year university students
Abstract
Teaching
English as a foreign language in Iran needs to be theorized thoroughly
concerning new leaning and teaching trends in terms of individual
differences(IDs)and cultural values.The purpose of the present investigation
was to shed a brief light on EFL teachers' beliefs and characteristics to
evaluate the present status of TEFL.The participants were male(n=9)and female(n=8)L2
teachers obtained through stratified random sampling in Mahshahr University,
Iran.
The
subjects filled in 5-point Likert rating scale questionnaire including
assessing L2 teachers' motivation,attitude,aptitude/teaching
knowledge,traditional teaching ideas(TTI),sex and age.Data were collected and
analyzed through descriptive(i.e.,mean,variance,SD,range)and inferentially
(i.e.,one sample t test and Chi-square.The results showed that EFL teachers
revealed their needs for a new and adaptable L2 teaching theory based on
Iranian situation and culture.The survey results showed the emergence of
changing TEFL theory in Iran.Finally some implications of the findings for
designing and adaptable TEFL theory in Iran were descussed along with
suggestions for further researches.
1.Introduction
The
emergence on new trends in teaching and learning L2 around the world affect
TEFL in Iran in terms of the influence of internet websites,sattelite TVs,and
computer-based teaching in Iranian institutes and universities.These new
teaching and learning instruments have made the university teachers think of
the role of English as an International Language(EIL) in science and
technology.The effect of ESP and EAP in Iranian industries cannot be
neglected.EGP as a prerequisite course of ESP/EAP in Iranian universities is
relatively taught in a traditional way and mostly in a weak version of
GTM.Primary and secondary high school students were exposed to two or three
hours a week reading English textbooks relying on reading comprehension and
grammatical points.Listening and speaking skills are not almost involved in
such situations.The lack of English language exposure outside the classrooms
make the students participated in private language institutes in which
listening and speaking skills are dealt with. The university students entered
the colleges with a poor background of English.The classrooms are elective and
formal instructions are used in teaching EGP as well as ESP.
The
main factor is the role of teachers as active students passive.In most of the
university classrooms,the students and teachers cooperation cannot be fulfilled
easily.There are required texts matched with university syllabuses and should
be finished at the end of each semester.The role of Persian translation in such
classrooms is dominant.The teachers who deal with EGP may teach ESP in
different field of study(e.g.,physics,chemistry,computer,etc).The selection of
teachers in teaching a specific ESP course is based on his/her experiences in
teaching such courses.TEFL at university level either in EGP or ESP courses is
dealt with traditional ideas and teaching theories which should be renewed and
adapted to new trends in L2 teaching and learning around the world.
The investigations of university teachers
can help us to arrive at this situation.The major purposes of the study
are:(1)to identify the range,type and frequency of language teaching status
used by Iranian TEFL teachers at the university level as the ultimate goal of
L2 teaching,and (2)to investigate the relationship of motivation,attitudes,
aptitude,teaching concerns,traditional teaching ideas,sex and age to TEFL.For
the purpose of this study,the following assumptions were made:
(1)there
will be significant and meaningful relationships between TEFL status
and teachers' IDs,
(2)between
TEFL status and university teachers' sex role,
(3)between
TEFL status and teaching concerns and traditional teaching ideas.
The problem behind the present study is
that the researchers mostly have emphasized the students' IDs affecting L2
learning.There are few researches which are dealing with L2 teachers' IDs
affecting L2 achievement (Scrivener, 1994; Arends, 1998). Thus the present
study investigated the effects of teachers' characteristics(i.e.,or IDs) affecting
on adaptable TEFL theory in Iran.The subjects were 17,male(n=9)and female
(n=8),teachers majoring TEFL with a consideration of variables such as
motivation, attitudes,aptitude(i.e.,linguistic knowledge and teaching
effectiveness),teaching concerns, traditional teaching ideas,sex and age.The
subjects were EFL teachers at the university level.They taught EGP or ESP to
undergraduate students in Mahshahr, Khozestan province of Iran.They filled in
5-point Likert rating scales questionnaires (Arends,1998 and Gorsuch,2003).The
results showed there are no correlation between sex,age and traditional
teaching ideas concerning TEFL IN Iranian universities.It was revealed that the
teachers' motivation,attitudes,aptitudes and teaching concerns had a
significant relationship of their teaching strategies.Some implications of the
findings are discussed along with suggestions for further research.
2.Review of literature
2.1.L2 teachers' IDs
L2
teachers' characteristics such as motivations,attitudes,aptitudes,beliefs and
concerns, traditional teaching ideas(TTI),sex and age can affect TEFL learning
processes.We may divide motivations,attitudes,beliefs and concern to affective
domain,aptitude and (TTI) to cognitive domain and sex and age to biological
domain.These three domains would interwoven in EFL learning and teaching
(Coleman,1997).Figure1.shows the interplay of teachers' IDs in TEFL.
Figure 1 The Interplay of Teachers' IDs in
TEFL
According
to Figure 2.1.1.seven L2 teachers' IDs affecting TEFL/TESL achievement
directly.It should be noted that the three domains of affective,cognitive and
biological domains are reciprocally interwoven.The study of individualizing
instruction came into focus in the early 1970s.According to Dunkin and
Biddle(1975); Krashen (1981);Sternhouse(1987)and Madrid (1995)the learner and
the teacher are two main protagonists in the teaching and learning processes in
the classroom.In other words,the role of competent teacher in EFL situation
should not be ignored.
Motivation
in L2 teaching processes plays a great role in teaching strategies and
exploring new techniques and using experiences in TEFL.(Gardner et
al.,.(1997)defined motivation as the individual's attitude,desire and
effort(345).Teachers' motivation can transfer to L2 students in many way to
activate their learning motivations.Here the teacher plays as the motivator of
L2 classroom.Most of researches have dealt with L2 learners' motivations and L2
teachers' motivations are overlooked by L2 researchers especially in
non-Western countries including Iran.Teachers need to discover their
motivations as well as their students to bridge the gap of motivational
elements between him/herself and the L2 students.These considerations allow L2
teachers to develop natural strengths and may suggest areas for growth and help
motivation.
Cohen(1998)focuses
on EFL teachers to activate learners' strategies in learning EFL.He says
"if teachers are willing,in fact to act as change agents in the classroom
shifting the responsibility for learning more onto the shoulders of the
students themselves-they will actually be taking on series of
roles(98")".Thus L2 teachers and learners are reciprocally motivated
by one another and their appropriate interaction can affect their level of
motivation (Gorjian,1998; Nunan,2005;Ellis,2005).
Teachers' attitude(i.e.,positive or
negative)toward L2 and teaching career affect successful L2
teaching.Morgan(1993)argues the L2 teacher can change L2 learners' attitude
toward L2 and its culture.Finch(2002)states that the L2 teachers should provide
the learners with positive atmosphere of the class enhancing positive attitudes
in FL/SL learners.Cook(2003)noted that the students should believe their L2
teachers as well as the L2 and its native speakers.
Aptitude
in teachers' case regarded as linguistic knowledge and class management.
Aptitude refers to teacher's capability in class management and teaching
competency.The implications of aptitude for teaching,according to Cook(2001)
"returns us to the discussion of the roles of language teaching in
society.Thus,aptitude is a socio-educational phenomenon which is shaped in L2
learners as well as in EFL/ESL teachers' effectiveness.
Teaching
concerns refer to Arends'(1998:31)idea that "learning to teach is a
developmental process-people progress through stages-and awareness of the stage
can facilitate this process."Being concerned means L2 teachers think of
something(i.e.,which is important in L2 classrooms) personally.
Thus the teacher can be concerned about
problems and opportunities,current or anticipated issues,and so on.These
concerns help L2 teachers to account for L2 situations,learners' IDs and EFL
teaching and learning strategies.Traditional Teaching Ideas (TTI)refer to the
state in which university teachers concerning with old methods and theories in
terms of class management and L2 learning. Traditional viewpoints,passive L2
learners,lack of enthusiasm,severe disciplines,dictatorship, teacher-centered
and confucian ideas in teaching processes may hinder L2
processes(Gorjian,2006).
New
trends in L2 learning reject all these old-fashion ideas in EFLO/ESL teaching
and learning. Fong Chung(2005)proposes that "in language teaching,present
programs such as student-centered learning,self-instruction
learning(Dickinson,1987)and Communicative Language Teaching (CLT)are among the
approaches that support students' need analysis and
personalization(1-2)."Sex as a biological factor may affect L2 teaching
theories and strategies.There is a scarcity of data concerned with sex and its
role in teaching methods.
There is a belief that sex affects L2
learning strategies (Tercanlioglu, 2004;Ok,2003).But there is little evidence
that sex affect L2 teaching strategies.Glombok and Fivush(1994)believe in
social role of sex rather than its pedagogical role.In fact,more research in
needed in this area(i.e.,in both males and females)to establish how effective
strategy use may be facilitated by L2 teachers(Gorjian,2006).
Age
and EFL teaching relationship can be considered as an argument between
linguists,teachers and biologists.Most of the researches have focused on age in
FLA rather than SLL and rarely TEFL/TESL.Cook(1986)believes that much of the
research is still open to their interpretations.Age as a significant variable
can affect the rate of learning and the cognitive variables(e.g.,aptitude)as
well.Thus,L2 teacher should be aware of age as a biological factor correlated
to social and cognitive issues in L2 development.L2 teachers age should be
studied in terms of their aptitude and TEFL/TESL experiences.It seems to us age
and sex might be influential in L1and L2 learning but there is no evidence that
they might affect L2 teaching(Gorjian 2006;1998).
In
short,investigations(Oxford,1993,Oxford et al.,1988)showed that IDs affect L2
learning strategies;however,there is a need to investigate the effectiveness of
L2 teachers' IDs in TEFL/TESL.
3.Methodology
3.1.Subjects
The
subjects were 17 Iranian university instructors who were teaching EGP and ESP
in Mahshahr,Khozestan province.The subjects were male teachers(n=9),age ranging
from 23 to 32 years old,mean(28),SD(3.20)and the age range of(9).The female
teachers(n=8),age ranging from 22 to 45 years old,mean(31.13),SD(8.97),and the
age rangeof(23).The subjects were obtained based on stratified random sampling
out of 40 male and female universi teachers.Their teaching experiences in
males(ranging from 1 to 10)and in females(ranging from 2 to 22).Although they
had no obligation to fill out and hand in the teachers' questionnaire,almost
all of them completed the survey forms and submitted them.
3.2.Instrumentation
The
instruments used in the data collection were a collection of the
Arends'(1998)and Gorsuch's (2003)Teaching Concerns/Motivations and Good Teacher
Inventories(Appendix A and B).These questionnaires are self-reporting
questionnaires for L2 teachers by requiring them to answer 43-items or
questions on their beliefs and viewpoints concerning TEFL in Iran on a 5-point
Likert scale ranging from Agree Strongly)5)to Disagree Strongly(1).
Arends(1998)developed
Teaching Concerns/Motivations Inventories which contain two
categories(1):Teaching Concerns(Appendix A),and (2)Teaching Motivation(Appendix
B).Gorsuch (2003) designed Good Teacher Inventory V.1(Appendix C)which contains
three categories(1)Attitudes(5 items), (2)Aptitudes/Teaching Management(9
items),and(3)Traditional Teaching Ideas(TTI,10 items).
It
should be noted that their reliability and validity coefficients were reported
highly in other works(Arends,1998 and Gorsuch,2003).However,we piloted these
questionnaires in a small samples of L2 teachers for the sake of validation
processes.The total reliability and validity coefficients of the above
categories which formed the L2 teachers' belief questionnaire are(Cronbach's
Alpha,r=.95,and .65 respectively).It was indicated that only one choice should
be filled out.Two questions were added to the above questionnaire which asked
the teacher to give their ideas on the role of sex and age in TEFL/TESL.Their
responses ranged from 5 to
3.3.Procedures
The
data was collected by the researcher during the end of Fall semester 2005.The
procedures of questionnaire administration and ethical considerations were
followed.Subjects were told that the questionnaire are to be distributed
contained questions about their beliefs on the present situation of
TEFL/TESL.Directions were given and the subjects were told that they should ask
for any clarification they might need and any other extra time as they filled
out the questionnaire.
They were assured that neither the
researcher nor any other person would have access to their responses and their
names would not be used in reporting the results.
The
questionnaire administration took approximately 20 minutes.The data was
analyzed through Minitab statistical package for the L2 teachers' IDs
questionnaire results in two separate phases(i.e.,males and
females).Descriptive statistics such as means,SDs,variances,maximum,minimum,and
range were obtained to show the results of variables data analysis.One sample t
tests were used to test the research hypotheses concerning L2 teachers beliefs
on the proposed questionnaire items.The exact mean of one sample t test would
be 2.5 but for the sake of approaching to the significant level,we adopt three
greater than µ which used in testing of five hypotheses(i.e.,teaching
concerns,motivation,attitude,aptitude and TTI.Chi-squarewas used to test the
effects of sex and age on L2 teaching.Most results were considered
statistically significant at p<.05,or<.01 level.
4.Results
The
descriptive results concerning five categories are shown in Table 1 and 2
concerning male and female L2 teachers respectively.
Table 1.Descriptive Statistics of
Teachers' Questionnaire
Male(n=9)
Descriptive Statistics:V1,V2,V3,V4,V5.V6,V7
Note:
V1=Teaching Concerns/Effectiveness
V2=Motivation
V3=Aptitude/Linguistic
Knowledge/Class Management
V4=Attitude
V5=Experience
V6=Age
V7=Traditional
Teaching Ideas
Table 2.Descriptive Statistics of
Teachers' Questionnaire
Female(n=8)
Descriptive Statistics:V1,V2,V3,V4,V5.V6,V7
Note:
V1=Teaching Concerns/Effectiveness
V2=Motivation
V3=Aptitude/Linguistic
Knowledge/Class Management
V4=Attitude
V5=Experience
V6=Age
V7=Traditional
Teaching Ideas
Variables
1 to 7 show the results of data descriptive statistics on:(C1)teaching
concerns, (C2) motivation,(C3) aptitude,(C4) attitude/linguistic
knowledge/class management, and (C5) TTI.Age and sex variables were dealt with
separately.The mean scores of the 5 categories of EFL teachers' questionnaire
are reported in Tables 1and 2,where it can be seen that means 1 to 4 are above
3 on the scale of 1 to 5 out a possible 5,a range which Oxford(1990)defined as
moderately high.The last category is below 3 and it shows that L2 teachers believe
that TTI as a low use.Female and males
L2 teachers show the same position.Therefore,the subjects rejected the TTI and
followed affective and cognitive strategies in a new fashion of teaching
concerns and attitudes.Their preference of four teaching beliefs on new
thoughts in TEFL/TESL in Iran show that they need to cope with various
communicative,interactional and international situations in their English class
and suggested that the Iranian L2 teacher employed modern teaching thoughts to
make up for missing knowledge.
The summary of inferential analysis is
shown in Table 5.
Table 5.Hypotheses testing of 7 variables
concerning L2 teachers' beliefs on TEFL/TESL status in
Table 5.The Results of L2 Teachers'
Characteristics Affecting TEFL
(Male(n=9),Female(n=8))
**The null hypotheses accepted at the
level of significance(p<.01)
*The null hypotheses accepted at the level
of significance(p<.05)
5.Conclusion
Table 5
revealed that the subjects of this study either male or female university
teachers emphasized new trends in terms of positive attitudes toward L2 high
teaching efforts and aptitude, appropriate teaching concerns and relatively
high motivation toward teaching EFL/ESL in Iranian universities.Both
groups(male and female instructors)showed their intents toward new trends in L2
theories and democratic class management(p<.05).They showed that TTI cannot
be valuable and workable in EGP and ESP classrooms(p<.05).The variables of
sex and age showed no effect on L2 teachers' beliefs as determinant
variables.They believe that L2 teaching aptitude could be enhanced in terms of
teaching experiences.Age and sex null hypotheses were accepted at(p<.05)to
show the lack of meaningful and significant relationship between age and
sex(biological variables)and L2 teachers' capabilities.
Generally
speaking,the survey findings agreed with Scrivner's(1994)and Arends'(1998)ideas
on the role of IDs and especially attitudes and motivation in L2 teaching.The
means of affective and cognitive survey results in L2 teaching is both male and
female L2 teachers were reliability high and showed that L2 teachers were
benefited from an interplay between motivation,attitude and aptitude and
teaching concerns reciprocally(Coleman,1997).
The
survey results matched with Gardner(1985)and Ellis(1994)on L2 teachers'
awareness on their IDs enhance classroom effectiveness and their level of
motivation and aptitudes in TEFL/TESL.The relationships between these teachers'
characteristics were very close in Tables 3 and 4.This showed that L2 teachers'
affective and cognitive factors reciprocally support each other.These findings
were agreed with Gorjian(1998;2006), Nunan(2005),Ellis(2005);and Morgan(1993).
The
role of aptitude as a socio-educational phenomenon was clarified in the present
study and matched with Cook(2001).Data analysis of TTI survey showed that male
and female L2 teachers think of new trends and theories in L2 teaching and
learning.This agreed with Fong Chung(2005)and Dickinson (1987).The survey
results showed that there was not significant and meaningful relationships
between age and sex and TEFL/TESL which agreed with Cook(2001)and
Gorjian(2006).
The
present study was to investigate the L2 teachers' beliefs and ideas through a
descriptive research design based on a cross-sectional survey method.In this
survey,we dealt with seven aspects of L2 teaching EFL/ESL Affecting the
formation of an adaptable TEFL/TESL theory in Iran.Male and female L2 teachers
participated in filling out seven categories of Arends'(1998)and
Gorsuch's(2003)L2 teachers' IDs questionnaires eliciting their beliefs on L2
teaching status in Iran through focusing on their actual needs and desires.The
results show that they seek new trends and democratic ways of teaching EFL/ESL
in class management.They believe in student-centered approaches and
self-confidence level in teaching and learning processes.They rejected
old-fashioned and out of date teaching theories and strategies which make the
students passive and frustrated.The biological variable such as sex and age
showed no significant relationship to TEFL/TESL status of L2 teachers.The other
L2 teaching variables such as motivation,attitude,aptitude/class management and
teaching concerns showed significant and meaningful relationship to TEFL/TESL
in Iran.
The results revealed that the policy
makers,stakeholders,syllabus and textbook designer and L2 teachers should pay
much attention to the transitional aspects of L2 teaching movement in Iran.The
modern technology on communicational devices,satellite TVs,internet websites
and English as an International Language(EIL)make the L2 teachers close to each
other.Iranian L2 teachers revealed this movement through completing self-rating
questionnaire on the above variables.Thus,we need to design a new and adaptable
TEFL theory in Iran which focuses on urgent and critical needs of EFL/ESL
teachers and practioners.This theory should be founded upon the L2 teachers'
IDs and wants which are mentioned briefly in the present survey and might be
explored in further researches.This adaptable TEFL theory could be workable in
Iran as well as in other non-Western countries.
Appendices:
Appendix A:
Arends' (1998) Teaching Effectiveness
Questionnaires
ASSESSING MY EFFORTS FOR LEARNING TO TEACH
PURPOSE:One of the most important goals of
this text is to inspire your continuing efforts at professional development and
to reflect on and plan for the next steps in your own professional growth.
DIRECTIONS:Circle the response that best
corresponds to your level of agreement with the statement.
1.I am actively engaged in developing my
command of the knowledge
base for teaching.(Circle one.)
1.Agree
strongly 2.Agree 3.Neither agree nor disagree
4.Disagree 5.Disagree
strongly
2.I am actively engaged in reflecting on
myself as a teacher and in
problem solving around educational issues.(Circle one.)
1.Agree
strongly 2.Agree 3.Neither agree nor disagree
4.Disagree 5.Disagree
strongly
3.I am actively engaged in expanding my
repertoire of teaching
practices.(Circle one.)
1.Agree
strongly 2.Agree 3.Neither agree nor disagree
4.Disagree 5.Disagree
strongly
4.I am actively engaged in the lifelong
process of learning to teach.
(Circle one.)
1.Agree
strongly 2.Agree 3.Neither agree nor disagree
4.Disagree 5.Disagree
strongly
SOURCE:After R.Fox,M.B.Luszki,and
R.Schmuck,Diagnosing classroom learning environment,
(4th ed.).
Appendix B:
Arends' (1998) Teachers'
Concerns/Motivation Questionnaire
ASSESSING MY TEACHING CONCERNS/MOTIVATION
PURPOSE:Learning to teach is a
developmental process-people progress through stages-and awareness of the stage
you're in can facilitate this process.This aid will help you develop awareness
of your level of concern about teaching.
DIRECTIONS:Read each statement,then ask
yourself:When I think about my teaching,how much am I concerned about
this?Being concerned about something is not the same as thinking it is
important.Being concerned means you think about it frequently and would like to
do something about it personally.Thus you can be concerned about problems or
opportunities,current or anticipated issues,and so on.For each statement mark
the number that best corresponds to your level of concern.
1.Not concerned 2.A little concerned
3.Moderately concerned 4.Very concerned 5.Extremely concerned
1.Lack instruction materials
1 2 3 4 5
2.Feel under pressure too much of the time
1 2 3 4 5
3.Do well when a supervisor is present
1 2 3 4 5
4.Meet the needs of different kinds of
students
1 2 3 4 5
5.Have too many noninstructional duties
1 2 3 4 5
6.Diagnose student learning problems
1 2 3 4 5
7.Feel more adequate as a teacher
1 2 3 4 5
8.Challenge unmotivated students
1 2 3 4 5
9.Am accepted and respected by
professional persons
1 2 3 4 5
10.Work with too many students each day
1 2 3 4 5
11.Guide students toward intellectual and
emotional growth
1 2 3 4 5
12.Give each student what he or she needs
1 2 3 4 5
13.Get a favorable evaluation of my
teaching
1 2 3 4 5
14.Accept the routine and inflexibility of
the teaching situation
1 2 3 4 5
15.Maintain the appropriate degree of
class control
1 2 3 4 5
Analysis and Reflection:One way to reflect
is to arrange your concerns in order of importance and compare them with those
of others.You may think of other ways to help you reflect on your teaching
concerns.
SOURCE:Based on Fuller,1969.
Appendix C:
Gorsuch (2003)
University Teaching Beliefs Questionnaire
V.1
Please read the following statements
carefully,and then write the number that best indicates the level of your
agreement to the statement. "Teacher" means a teacher at the
university level.
Note:Please circle any statements or words
you do not understand.Also please feel free to write comments anywhere you
like.
-----1.A good teacher has students learn
by having them listen to lectures and
taking notes.
-----2.A good teacher has students learn
by having them sit quietly in class,and
listening carefully.
-----3.A good teacher has students stand
up before answering a question in
class.
-----4.A good teacher has late students
ask permission to enter the classroom.
-----5.A good teacher has a higher position
and students should obey.
-----6.A good teacher will use verbal
warnings to make students change their
behavior.
-----7.A good teacher should demonstrate
good knowledge of the subject being
taught.
-----8.A good teacher has students learn
in class by asking them to answer other
students' questions.
-----9.A good teacher has students learn
in class by using their points of view to
generate discussion.
-----10.A good teacher keeps the
difficulty level of the teaching the same for
students of different ability levels.
-----11.A good teacher has students learn
in class by asking them to do role
plays.
-----12.A good teacher is easy for
students to talk to.
-----13.A good teacher communicates
learning expectations to students clearly.
-----14.A good teacher shows enthusiasm
for the subject being taught.
-----15.A good teacher gives students
clear definitions for the concepts being
learning in a lecture.
-----16.A good teacher looks at students
during lectures.
-----17.A good teacher speaks at a moderate
speed during lectures.
-----18.A good teacher jumps from one
topic to another topic during lectures.
-----19.A good teacher uses
graphs,diagrams,or photographs to help explain
concepts.
-----20.A good teacher gives explanations
for graphs,diagrams or photographs
used in lectures.
-----21.A good teacher uses examples that
are related to students' experiences.
-----22.A good teacher chooses textbooks
and research papers that are related to
the concepts being taught.
-----23.A good teacher uses a logical
progression of ideas during lectures.
-----24.A good teacher writes out
assignment expectations for students.
-----25.A good teacher makes assignments
that are related to the concepts being
taught.
-----26.A good teacher will discuss a
change for the due date of an assignment
with a student if the student is having a
family emergency.
-----27.A good teacher gives many small
assignments,instead of a few big tests.
-----28.A good teacher treats students'
grades as confidential.
-----29.A good teacher treats all students
the same.
-----30.A good teacher will scold students
if needed.
-----31.A good teacher communicates to
students the grading system for a
course.
-----32.A good teacher will discuss
delaying a test with a student if the student
is having a family emergency.
-----33.A good teacher tells students in
class how they ranked in a test
compared to the other students.
-----34.A good teacher has students learn
by having them memorize what the
teacher says.
-----35.A good teacher test students only on
the concepts and material learned
in the course.
-----36.A good teacher expects students to
do their own work without help from
others or by copying from other materials.
-----37.A good teacher gives students a
syllabus with details on assignment due
dates and policies for late work.
Please answer these remaining questions:
38.What is your
nationality?-----------------------------
39.What is your gender? Female Male
40.What is your age?
-----------------------------
41.How long have been in the
42.Have you been a teacher in the
If "Yes",for how long?
-----------------------------
43.Have you been a student in the
If "Yes",for how long?
-----------------------------
44.Have you been a teacher in your home
country? Yes No
If "Yes",for how long?
-----------------------------
45.What was your typical class size?
-----------------------------
46.What is your academic major?
-----------------------------
Many thanks to you!
References
24-28,100-176.
Brown,H.D.(1990).M and Ms for Language
Classrooms? Another Look at
Motivation.In J.E.Alatis(ed.),
on language and linguistics.Washington,DC:
Press.383-393.
Cohen,A.D.(1998).Strategies in Learning
and Using a Second Language.
Coleman,J.A.(1997).Residence abroad within
Language Study.
University of Portsmouth.1-41.
Cook,V.J.(1986).Experimental approaches
applied to two areas of second
language learning research:age and
listening-based teaching methods.
In Cook,V.J.(ed.).Experimental Approaches
to Second Language
Learning.Oxford:Pergamon,23-37.
Cook,V.J.(2001).Second Language Learning
and LT(3rd ed.).
Arnold.115-194.
Cook,G.(2003).Applied
Linguistics.Oxford:OUP.22.
CUP.35.
Ellis,R.(1994).The Study of Second
Language Acquisition.Oxford:OUP.499.
Ellis,R.(2005).Principles of Instructed
Language Learning.Asian EFL
Journal,18/3.1-7.
Finch,A.(2002).Learning to Trust:Trusting
to Learn.Based on Ph.D
Thesis.Manchester:
Fong Chung,S.(2005).Putting Students'
Differences in Perspectives:An
Introduction to the Individual Developing
Model.Asian TEFL Journal,
7/2.1-12,37.
Learning:The Role of Attitudes and
Motivation.London:Edward Arnold.
Golombok,S.,and Fivush,R.(1994).Gender
Development.Cambridge.CUP.
Gorjian,B.(2006).The Effects of Learners'
and Teachers' Characteristics on
Learning and Teaching EFL among
Unpublished Ph.D Dissertation.Tehran.
Gorsuch,G.J.(2003).The Educational
Cultures of International Teaching
Assistants and
Learning.Oxford:Pergamon.
Morgan,C.(1993).Attitude Change and
Foreign Language Culture Learning.
Language Teaching,26.63-75.
Nunan,D.(2005).Important Tasks of English
Education:Asia-wide and beyond.
Asian EFL journal,7/3.1-5.
Ok,L.K.(2003).The Relationship of School
Year,Sex and Proficiency on the
Use of Learning Strategies in Learning
English of Korean Junior High
School Students.Asian TEFL Journal,1-29.
Studies with Implications for Strategy
Training.System 17/2.235-247.
Achievement?System,21.31-48.
Annual Review of Applied
Linguistics,13.175-187.
Scrivener,J.(1994).Learning
Teaching.London:Mac Millan Publishers Ltd.
Stenhouse,L.(1987).Research as a Basis for
Teaching.London:Heineman
Educational Books Ltd.
Tercan Lioglu,L.(2004).Exploring Gender
Effect on Adult Foreign Language
Learning Strategies.Issues in Educational
Research,14.1-9.
About the Author:
Bahman Gorjian :Faculty member of Islamic
Azad
He graduated from Ahwaz Chamran University
with B.A in TEFL and from Tabriz University with M.A in TEFL.He has published
several articles and books concerning TEFL and English Translation.He is
currently a Ph.D. student in TEFL and he is working on his Ph.D. dissertation
in Islamic Azad University of Research and Science campus,Tehran,Iran.
------------------------------------------------------------------------
3.- THE BASICS
OF MI – MULTIPLE INTELLIGENCES THEORY
During May and June, our dear SHARER,
Kenton Sutherland presented several workshops (Universidad Pedagógica Nacional
and Universidad Nacional de Honduras and FUENTE Convention, Puerta Vallarta,
Mexico) on understanding how Howard Gardener's Theory of Multiple Intelligences
applies to second language acquisition and instruction. He has sent us a
summary of his presentation to SHARE with all of you.
The Theory of Multiple Intelligences: Language
Teaching Applications
By Kenton Sutherland
English Language Specialist - United
States Department of State
What Is intelligence?
Intelligence was for over a century viewed
as the ability to perform linguistic and logical-mathematical problems as
measured by timed-discrete-point
"IQ tests." Measurable
by paper-and-pencil testing, the
so-called "Intelligence Quotient" was thought to be relatively stable
throughout one's life. In recent years,
developmental psychologists
Howard Gardener (1983) and Daniel Goleman (1995) have proposed a greatly expanded view of intelligence that
encompass additional "frames of mind."
In 1993, Gardener provided a working
definition for intelligence:
".....the ability to solve problems or fashion products that are of
consequence in a particular cultural setting or community." According to Gardener, intelligence is not
just a single construct applied in the same way to each task or problem. Rather, it is made up of component pieces
which are continually developing and which account for the different ways in
which humans can use a particular intelligence more (or less) effectively. In effect, these differing intelligences
explain why an excellent football player may be terrible at drawing, why a
wonderful violinist may be awkward at parties, why a rocket scientist may not be able to get his
tomatoes to grow., why a marvelous dance teacher has one disastrous personal
relationship after another.
Gardener's Eight Intelligences
Linguistic
Logical/Mathematical
Visual/Spatial
Body/Kinesthetic
Interpersonal
Intrapersonal
Musical
Naturalist
?
?
?
?
The question marks indicate that more
intelligences are possible. For example,
Gardener is currently studying the possibility that humans might also possess
additional intelligences such as existential, moral, and spiritual
intelligences as well as an intelligence for creativity.
Differences between a Learning
Style and an Intelligence
Learning
styles and multiple intelligences are not the same thing. We L2 educators are familiar with perceptual
learning styles such as visual and kinesthetic.
We use similar terms to talk about visual/spatial and bodily/kinesthetic
intelligence, and this may be the cause of the confusion. To clarify the difference, let's look at two
persons who want to use their musical intelligence to learn to sing a new song. The first person buys a copy of the recording
and listens to it over and over again and sings along with the recorded singer;
the second person buys a copy of the sheet music for the song and plays it on the piano and learns to sing it
that way. Both persons are developing
their musical intelligence, but they are doing so by applying different
learning styles (auditory vs. visual).
There are many other kinds of
learning styles that describe how people process and perceive
information: impulsive and reflective
learners, field independent and field dependent learners, etc.
Emotional Intelligence
In 1995, Goleman provided us with the
concept of "Emotional Intelligence," emphasizing the importance of
the emotions in our cognitive processing.
In brief, Goleman theorizes that persons who manage their emotions tend
to be more capable of fully intelligent processing. As such, anger, grief, resentment,
self-doubt, and other feelings tend to impair peak performance in everyday
tasks as well as in higher-order problem solving.
What MI Theory Means for
Educators
What this means for teachers is that our previous notions of
productivity and objectivity in language acquisition have been given a new
perspective. MI Theory has prodded us to
tap into whole language skills, learning processes and strategies. We no longer need to rely on impersonal,
discrete-point, analytical tests in measuring language skills. Our new focus appreciates and recognizes the
diversity in our students as we emphasize
interpersonal, creative, communicative, and interactive skills. In so doing, we must place considerable trust in our subjective
and intuitive abilities to recognize the
various intelligences that our students possess. In essence, we need to ask ourselves how we
can best go about making these differences central to teaching and learning.
Armstrong (1994) synthesized four key
points about multiple intelligences that are important for teachers
to keep in mind:
* Each person possesses all eight
intelligences.
* Intelligences can be developed.
* Intelligences work together in complex
ways.
* There are many different ways to be
intelligent.
Theoretical Bases
1) Brain damage studies: Persons with brain damage in the left frontal
lobe have impaired linguistic processing, but they can still do math, dance,
play the piano, etc.
2) Exceptional individuals: Some people can master a new task immediately
although others may have difficulty learning it at all.
3) Developmental history; Each intelligence has its own developmental
history, i.e., its time of peaking during one's lifetime and its time of
gradual decline. For example, musical
intelligence peaks very early but linguistic intelligence very late.
4) Evolutionary history: Each intelligence has roots in the
evolutionary history of human beings.
For example, archaeological evidence reveals the presence of musical
instruments and cave drawings.
5) Psychometric findings: Existing standardized tests focus on several
of the different intelligences.
6)
6) Psychological tasks:
Psychological studies and observations show how intelligences work
separately. For example, subjects may
master an arithmetic problem, but still may not be able to read well. Other individuals may have a superior memory
for words but not for faces, indicating that different intelligences work independently.
7) Core operations: Each intelligence has
its own set of operations. For example,
for musical intelligence, a person needs to be able to discriminate between
rhythm and pitch. For bodily/kinesthetic
intelligence, a person would be able to imitate movements by others.
8)
Symbol system: Intelligences are
susceptible to being encoded. For
example, there
are spoken languages, written languages,
graphic languages, computer languages, musical notation systems, ideographic
languages, and dance notation systems.
Gardener (1983) admitted that "the
selection (or rejection) of a
candidate's intelligence is reminiscent more of an artistic judgment that of a
scientific assessment."
Nevertheless, he felt that only those intelligences that have satisfied
all or most of the eight criteria above could be selected as bonafide
intelligences.
MI Theory in Second Language
Teaching
Christison (2005), in applying MI Theory
to language teaching, provides several important steps to follow in applying
the theory to our classrooms:
1. Introduce yourself to the basic theory.
2. Take an MI Inventory.
3. Learn to categorize familiar language
activities.
4. Conduct a personal audit of your own
teaching
5. Develop assessment techniques that
address all eight
intelligences.
MI Theory is not a method but rather an
entry point into lesson content. It is
unlikely that we will be able to engage all eight intelligences in every unit
that we teach. It is important to remember
that Gardener was not designing a curriculum or preparing a model to be used in
schools. After visiting MI classrooms,
Gardener (1999) became leery of implementations such as attempting to teach all
concepts of subjects using all of the intelligences. He observed that going through certain
motions does not activate or exercise specific intelligences nor does using
intelligences as mnemonic devices. He is
also emphatic about not matching intelligences with other outcomes, i.e., cooperative learning with interpersonal
intelligence or intrapersonal intelligence with self-esteem. He is particularly adamant that we should not
label people in terms of intelligences.
For these reasons, Gardener (1999) states that he is loath to issue any
educational imperatives:
Instead, I regard MI theory as a ringing
endorsement of three key propositions:
we are not all the same; we do not all have the same kinds of minds; and
education works most effectively if these differences are taken into account
rather than denied or ignored. .... This
means that all individuals cannot be profitably arrayed on a single
intellectual dimension. At the practical
level, it suggests that any uniform educational approach is likely to serve
only a small percentage of children optimally.
References
Armstrong, T. (
) Multiple Intelligences in the Classroom,
2nd Edition.
Berman, M. (1998) a Multiple
Christison, M. (2005)
Multiple Intelligences and Language Learning: A Guidebook of Theory, Activities, Inventories, and
Resources.
Goleman, D. (1995) Emotional Intelligence.
© 2006 by Kenton Sutherland
------------------------------------------------------------------------
4.- ON BRAIN BASED CONSULTANTS
We have
received a large number of messages regarding our editorial for SHARE 167
(please
find it by following this link: http://www.shareeducation.com.ar/past%20issues2/SHARE%20167.htm
)
Today, we
are just publishing three of them:
FROM : Maria Almeida
Dear Omar
Villarreal,
The other day I received issue n° 167 of your Share magazine where you
deliberately offended all the people who keep an open mind and think
differently. I did not want to confront you and called myself to silence
because I believed it was not worth investing my time in useless and
unnecessary arguments with you just because I believe in something that you
do not. However, what I am not definitely going to accept are (your) or
your readers' false accusations of something I have not done. I am a brain
friendly advocate and consultant because the
awarded me that privilege and I feel proud about that, but I am not a
CRIMINAL who sends infected e-mails to destroy computers! You may agree or
disagree with me about brain-friendly stuff, but that does not give you the
right to offend and disqualify the job that others do with effort publicly,
in the rude way you did, taking advantage of a massive means of
communication. I think that your hatred has gone too far this time. The only
thing I wonder is what have I done to deserve it? To talk about something I
believe in!
Maria Almeida
TWC International
FROM Roxana Caamaño
<dickensargentina@yahoo.com.ar>
Dear Omar
and Marina,
My name is
Roxana Caamaño and I got such message and attachment. Fortunately, I did the
scanning before opening the file and, as you would guess, a virus was detected
so yes, it's a virus.
I would
also like to comment on these "brain consultants". I want to say that
I was so pleased to read your last issue and find out that it wasn't just
me who felt this way as regards these people so I really want to thank you for
warning truly professional teachers, who responsibly try and do development
courses to keep updated and provide quality teaching and effective learning,
about who they will be dealing with when going for one of these
"so-called" NLP courses. I, myself, decided to do one of those
course just to find my time and money wasted by these so-called
specialists who just want you to believe that all
those things we already know and have been using successfully within
the classroom for years are now the outcome of doing the course with
them. What is more, when I openly told them how I felt
and justified everything I said, they came out with "too informed
teachers don't use the brain muscle" and also said that
"when we read, do loads of training and research, we
become just "knowledge information" teachers and become
"info junkies" and "bad teachers" and that we
should reach what they call an embodied sort of knowledge...that, of
course, you can only "reach" when doing a course with them. Or
is it that when we have done lots of research, attended hundreds of
development courses and lots of reading, they can't "cheat" you
"in rapport"? Again, I am happy that respected professionals like you
both had something to say about these "personajes". As you have
probably realised I am really angry as regard this thing because these
people are everywhere and we should try to raise the quality of our
teaching- not lower it. Just that- though I could talk for hours on this thing.
Thank you
for producing such quality magazine and for constantly supporting quality teacher development.
All the
very best,
Roxana V. Caamaño
FROM: Betina
Miretti
Dear Omar and Marina ,
Me encanto el
comentario acerca de la apertura del Instituto de neurociencias y que verdad es
que cada día nos encontramos con gente que vende o promete cosas que no lo son
.
También pasa en
las aulas necesitamos de personas capaces , pero no solamente capaces en el
sentido de adquisición de títulos y posgrados , personas que caminen las aulas
, que preparen sus clases e incentiven a sus alumnos a pensar , a analizar , a estudiar , a amar el trabajo y el estudio o por lo menos tratar de transmitir al menos una posibilidad de futuro y
confianza en sí mismo .
Por eso me encanta
leer su magazine porque hace que uno tome fuerzas para seguir y no rendirse o
caer en el ¨no te metás¨
Cómo estoy
haciendo un curso de desarrollo profesional porque me interesa seguir
estudiando pero para aplicar, no para acumular, inicié mi portfolio con un viejo
pero actual comentario tuyo ( Omar ) que nos diste en un curso cuando recién se
implementaba la dichosa Ley federal y vos comenzabas tu handout con un verso de autor anónimo ¨Don´t Quit¨ y me pareció tan acertado para el momento en
que los profesores vivimos que lo incluí en la portada para motivarme y darme
aliento que pese a todo: ¨So stick to the fight when you´re hardest hit- It´s
when things go wrong that you mustn´t QUIT .
Thanks for your support!!!
Con mucho Amor ,
Betina Miretti ( from Saint Paul Goya )
-----------------------------------------------------------
5.- PRIMERAS
JORNADAS INTERNACIONALES DE FONÉTICA Y FONOLOGÍA
Segunda Circular
Primeras Jornadas Internacionales de Fonética y Fonología
a realizarse en la ciudad de Córdoba los días 18 y 19 de agosto de 2006.
1. Objetivos:
a) Crear un espacio institucional de discusión y de intercambio de
experiencias y enfoques sobre la fonética y la fonología en lengua materna y
lenguas extranjeras.
b) Ampliar la reflexión acerca de la fonética y la fonología.
c) Promover la investigación en el campo de la fonética y la fonología.
d) Implementar acciones conducentes a mejorar la producción y difusión del
conocimiento en el área de la fonética y la fonología.
2. Destinatarios:
Docentes, investigadores y alumnos del nivel superior universitario y no
universitario, nacionales y extranjeros cuya área de interés o
especialización sea la fonética y la fonología tanto en lengua materna como
en lenguas extranjeras.
3. Actividades:
Conferencias plenarias, ponencias, talleres y posters.
4. Áreas temáticas:
Fonética contrastiva
Fonética y multimedia
Fonética y evaluación
Fonología de la interlengua
Fonética general
Fonética y otras disciplinas
Didáctica de la fonética
Otras
5. Tipos de presentaciones:
§ Conferencias plenarias: Estarán a cargo de especialistas invitados.
§ Ponencias: Duración de la exposición: 20 minutos. Preguntas: 10 minutos.
§ Talleres: Duración: 90 minutos.
§ Posters: Presentación visual de temas de la especialidad.
Aranceles:
hasta el 30 de junio a partir del 1º de julio
Expositores $80 $100
Asistentes $40 $60
Estudiantes $20 $20
Inscripciones:
link Inscripción
http://www.lenguas.unc.edu.ar/jornadasindex.html
Alojamiento:
http://www.lenguas.unc.edu.ar/jornadasindex.html link
Alojamiento
Agencia de viajes: Curundú Viajes e-mail curundu@arnet.com.ar
Comisión Organizadora:
Griselda Bombelli, Richard Brunell Matías, Mirian Carballo, María Antonia de
Silvana
mailto: jornadasdefonetica2006@gmail.com
Resolución HCD nº 201/05
------------------------------------------------------------
6.- APIZALS´6th
ANNUAL CONFERENCE IN BARILOCHE
APIZALS' 6TH ANNUAL CONFERENCE
Asociación de
Profesores de Inglés de
20 & 21 October 2006 -
APIZALS' Annual Conference is an event
organized by Patagonian teachers. It takes place in Bariloche and is offered to
teachers and students of English in the region and beyond as an instance of
reflection, updating, professional growth, joint work and sharing with
colleagues. Our main objectives are:
* To promote contact with renowned
teachers from different Argentine institutions and provinces in order to profit
from their knowledge and expertise, as well as contact with material related to
the teaching of English.
* To promote discussion of different
topics related to the teaching of English, thus catering for a wide range of
needs and interests.
* To raise awareness of the scope and
value of the work done by teachers of English of our region.
* To create professional and friendship
links among teachers and institutions from different parts of the country.
The Conference has been attended by
growing numbers of people in the last years - nearly
Guidelines for submitting proposals:
As a general guideline for prospective
presenters, then, we would like to suggest topics directly related to
methodological issues of practical use for the participants, having to do with
literature, story-telling, drama techniques, classroom management, techniques
to work with videos/DVDs/ computers, pronunciation teaching. If a presentation
is more academic or mainly theoretical, we strongly suggest there should be a
consideration of practical issues related to the topic at the end.
We invite teachers, teacher trainers,
researchers, materials designers - in short, everyone connected to the field of
ELT - to submit proposals for presentations. Submissions must follow one of
these types:
* 90-minute plenary presentation on one of
the topics and modalities suggested above.
* 90-minute workshop with active audience
participation via the experiencing and discussing of tasks provided by the
presenters.
* 60 to 90-minute panel: This instance
will be offered if there are between three and five people interested in
delivering a 15-minute talk each on different aspects of English teaching in
public high schools. This should be related to our provincial/Patagonian
context. After the talks there should be a 30-minute slot for questions and/or
comments.
Presenters should submit:
? A
summary narrative of 800 words in English that provides a clear understanding
of the presentation's content. The summary should outline exactly what
presenters are going to talk about in the session and how the session will be
structured. The summary will not appear in the conference programme.
The summary should include the title,
bibliography, author/s, academic institution, audio-visual equipment (OHP,
beamer, etc.) needed for the session, e-mail address (all of this not included
in the word limit). It should be sent by e-mail to one of the following
addresses: monicalm@infovia.com.ar
, tabsilvia@infovia.com.ar or ciminieri@bariloche.com.ar
Their CVs in Spanish, since, if their
proposal is accepted, the CV has to be sent to the provincial authorities for
the request of official recognition for the event.
Submission deadline: June 30th, 2006
Evaluation results will be sent by July 31st,
2006.
Important:
Upon acceptance of the proposal,
presenters will be asked to send further requirements (abstract of
presentation, speaker's biodata), of which they will be clearly notified in due
time.
Presenters should keep a copy of all the
materials sent for their own records, since they will not be returned.
Receipt of proposals will be acknowledged.
If presenters do not receive acknowledgement within 15 days of having sent
their proposals, they should re-send all materials. To avoid duplication of
materials, presenters are encouraged to wait 15 days before resubmitting the
materials.
Presenters will not be requested to pay
the conference fee, but they will pay for all other expenses (trip,
accommodation, etc.).
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7.-
HUMANISTIC LANGUAGE
TEACHING CONFERENCE
Our dear SHARER Fabián Wallace announces
his HLT Conference:
July, 7th
& 8th
Humanistic Language
Teaching Conference
The
conference on alternative pedagogies applied to ELT!
A scientific approach to look into these disciplines as discussed by their most representative referents: Brain-friendly learning, NLP, Coaching, Holistic Learning, Multiple Intelligences, Accelerated Learning , Applied to language learning. Publication of conclusions issued after the conference.
We are proud to introduce the speakers at
our HTL Conference at UAI – Universidad Abierta Interamericana –
Keynoter: Willy Wood (
Guest speakers:
Clara Braghiroli, Mady Casco Graciela
Marchetti, Maria Marta Suarez, Gustavo Paz, Gabriela Lombardo, María Teresa
Manteo, Gonzalo Camp, Pablo Scopponi, Marián Bacigalupe and Dr. José Luis
Dillon among others.
Opening and Closing remarks: Jaime Duncan
and Laura Smuch.
Willy
Wood began his career in education as a high school and university level
English teacher in the
He
has trained with top figures in the field such as Eric Jensen, Rich Allen, and
Pat Wolfe, and has presented numerous workshops in school districts and at
conferences. He has presented multiple times at Eric Jensen's Brain Expo
conferences and at the Learning and the Brain conferences at M.I.T. Willy
presents on a variety of topics in the brain-compatible teaching field,
including teaching for long-term memory, helping students make meaning
(constructivism), giving effective directions, reducing threat, and using music
in the classroom. No matter what the topic is, "Willy "practices what
he preaches," using music, movement, and frequent processing activities to
model brain-compatible teaching in his workshops.
For
further information and registration, visit: http://www.eltevents.com.ar
Or
write to: info@eltevents.com.ar
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8.- SECOND NATIONAL MEETING
OF TEACHER TRAINING COLLEGES
Our
dear SHARER Prof. Celina Sánchez Maciel has got an announcement to
make:
Second National Meeting of Teacher
Training Colleges
"The Teaching Learning Puzzle"
A problem-solving approach to teaching
August 25-26, 2006. Córdoba
The aim of the meeting is to share
experiences related to some of the problems teachers of English face and to
work on possible solutions informed by practice and research.
Renowned specialists in ELT will be giving
plenary talks and the meeting will also be a unique opportunity for teachers,
teacher trainers, researchers and materials writers to get together, present
their work and reflect on their practice.
Lectures, papers and experiential accounts
can focus on topics such as:
Designing Syllabuses
Tackling the What and the How of Teaching
Selecting Materials with a Critical Eye
Bridging the Theory-Practice Gap
Teaching in the Postmodern World
The teachers' corner: Tried and tested
(practical ideas and classroom recipes)
Registration Fee: Until June 30th.
Teachers: $ 60 Students: $ 30 After July 3rd. Teachers: $ 80 Students: $ 40
For further information, please contact
Prof. Celina
Sánchez Maciel
TE: 0351 - 4813228 / 4814169
Office hours: 19.00 to 22.30 from Monday
to Friday
e-mail: enproin@gmail.com
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9.- 20th
ARTESOL CONVENTION
Our dear SHARER Elida Messina has sent us
this announcement:
20th
"English for More Effective Participation in Our Global Society"
Friday, August 11 - Saturday, August 12, 2006
Universidad Nacional de Río Cuarto -
Facultad de Ciencias Humanas –
Departamento de
Lenguas - Campus Universitario - Ruta Nacional Nro.
Río Cuarto,
Provincia de Córdoba
Keynote Speaker: Kathy Koop
M.A. in TESOL Instructor of English at the English Language
Studies Department of The New
ARTESOL Convention welcomes ARTESOL
Members and Non-Members
Registration:
www.artesol.8k.com or artesol@bcl.edu.ar
teaching, or the connection between the two. We welcome proposals from
teachers, teachers in preparation, graduate students, researchers, program
administrators and materials and curriculum developers, including colleagues in
related disciplines such as
communication, education, linguistics, foreign languages, anthropology,
sociology and psychology.
For further Information, visit: www.artesol.8k.com
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10.- SHAKESPEARE
AT THE BRITISH ARTS CENTRE.
CINEBAC
Shakespeare, de Laurence Olivier a Akira
Kurosawa
Según el ensayista polaco Jan Kott, "Shakespeare es como el mundo o
como la vida, cada época encuentra en él lo que busca y lo que quiere
ver". Shakespeare ha sido siempre
una constante en la vida cultural de Buenos Aires, y esta temporada el British
Arts Centre (BAC) ha decidido dedicarle un ciclo que abarcará algunas de las
películas más importantes que se han hecho sobre la obra de Shakespeare.
Al decir de Jan Kott "el espectador
contemporáneo, descubriendo en las tragedias shakespearianas su propia
contemporaneidad, frecuentemente se siente cerca, de manera inesperada, de la
contemporaneidad de Shakespeare".
La cita es en la sala de cine del BAC,Suipacha 1333, Capital, los martes a las 17 y 20 horas. La entrada
libre y gratuita
Programación
Martes 4 de julio a las 17 y 20 horas
Macbeth (The Tragedy of
Macbeth, 1971)
Direccion:
Roman Polanski. Guión: Roman Polanski y Kenneth Tynan basado en la
obra de William Shakespeare. Producción:
Andrew Braunsberg para Caliban Films, Playboy Productions Inc. Origen: Gran Bretaña, Estados Unidos. Duración:
140 minutos.
Intérpretes: Jon Finch, Francesca Annis,
Matin Shaw, Nicholas Selby, John Stride, Stephen Chase, Paul Shelley.
Según Polanski, "...yo no me sentía
ligado a las convenciones teatrales isabelinas.
En la película, Macbeth y su mujer son jóvenes y bellos..., no como en
casi todas las producciones teatrales, maduros y agobiados por el peso de la
fatalidad. Lo hicimos con un propósito deliberado. Como decía Kenneth Tynan (crítico teatral y
colaborador en el guión): 'Ellos no saben que están metidos en una tragedia;
creen que están a punto de alcanzar el triunfo vaticinado por las
brujas'..."
Versión original en inglés con subtítulos en
castellano
Martes 11 de julio a las 17 y 20 horas
Ran (Ran, 1985)
Dirección:
Akira Kurosawa. Guión:
Akira Kurosawa, Hideo Oguni y Masato Ide
sobre Rey Lear de William Shakespeare.
Producción: Masato Hara y Serge Silberman para Greenwich Film
Productions, Herald Ace Inc,
Intérpretes: Tatsuya Nakadai, Akira Terao,
Jinpachi Nezu, Daisuke Ryu, Mieko Harada, Peter, Hisashi Igawa, Yoshiko
Miyazaki, Masayuki Yui.
A los 75 años, en su más plena madurez
creativa, Akira Kurosawa (que casi tres décadas antes había filmado Trono de
sangre sobre Macbeth) sintió que estaba en condiciones de llevar al cine Rey
Lear, esa desesperanzada tragedia sobre un mundo condenado a la destrucción.
Ambientada en el Japón del siglo XVI, Ran narra la historia de Hidetora
Ichimonji (Tatsuya Nakadai), un poderoso señor feudal que al llegar a la vejez
decide legar sus dominios a sus tres hijos: Taro, Jiro y Saburo. Su herencia
más perdurable será, sin embargo, el crimen, la locura y la muerte. Porque ese
hombre ha sido un guerrero feroz, que ha conseguido todas sus tierras con la lanza
y con la espada, sometiendo y aniquilando a sus vecinos y enemigos.
Versión original en japonés con subtítulos en castellano.
Martes 18 de julio a las 17 y 20horas
Enrique V (Henry V, 1989)
Dirección:
Kenneth Branagh. Guión: Kenneth
Branagh sobre la obra homónima de William Shakespeare. Producción:
Bruce Sharman para
Intérpretes: Kenneth Branagh, Paul Scofield, Derek Jacobi,
Ian Holm, Emma Thompson, Alec McCowen, Judi Dench, Christian Bale, Brian
Blessed, Richard Briers, Robert Stephens, Robbie Coltrane, Judi Dench.
Enrique V, la opera prima de Branagh (cuando
la filmó tenía 27 años, la misma edad que el monarca al subir al trono), es una
contundente versión de la obra de Shakespeare.
Presenta al joven rey de Inglaterra, Enrique
V, como un monarca guerrero, audaz y pasional, que al ser agraviado por el rey
de Francia, decide dirigir sus tropas a combatir contra los franceses. A lo largo del camino, el rey Enrique debe
esforzarse por sacar a sus hombres del abatimiento moral en que se encuentran,
y a sí mismo de sus propias dudas. La guerra culmina con la sangrienta batalla
de Agincourt, después de la cual el rey de Francia se ve obligado a entregar a
su hija al triunfante Enrique, como una ofrenda de paz.
Versión original en inglés con subtítulos en
castellano.
Martes 25 de julio a las 17 y 20 horas
Ricardo III (Richard III,
1985)
Dirección:
Richard Loncraine. Guión: Ian
McKellen y Richard Loncraine sobre la obra de William Shakespeare. Producción: Stephen Bayly, Lisa Katselas Paré
para Bayly/Paré Productions, First Look Pictures Releasing, United Artists y
British Screen Productions. Origen: Gran Bretaña, Estados Unidos. Duración: 104 minutos.
Intérpretes: Ian McKellen, Annette Bening,
Jim Broadbent, Robert Downey (Jr), Nigel Hawthorne, Kristin Scott Thomas,
Maggie Smith, John Wood, Jim Carter, Adrian Dunbar, Edward Hardwicke, Tim
McInnerny, Bill Paterson.
Una original relectura del drama clásico de
Shakespeare, trasladado a
Versión Original en inglés con subtítulos en
castellano
Para ampliar la información consulte siempre
nuestra página web www.britishartscentre.org.ar
Suipacha 1333
/ Tel 4393-6941 / www.britishartscentre.org.ar
/bac@aaci.org.ar
Martes a Viernes de
-----------------------------------------------------------
11.- XI SEMINAR ON
ENGLISH PHONETICS IN
Our
dear SHARER Roxana Basso has sent us this announcement:
Dear
all,
Héctor
Ortiz Lira and the PG Group invite you to the 11th. Seminar on English
Phonetics in
Guest
Speaker: Profesor Peter Roach
Deadline
for receipt of registration form: 29 September.
Call
for Papers Open.
Deadline
for receipt of abstracts: 31 July.
Notification
of acceptance of abstracts: 15 August.
The
XI Seminar on English Phonetics is organized as follows:
1.
Registration: Tuesday, 24 October, 16:00 - 18:00.Welcome and Opening Ceremony:
Tuesday, 24 October, 18:00.
2.
Course: Wed 25, Thurs 26, Fri 27, 9:30 - 13:00.
Given
by Professor Peter Roach, this 10-hour course has been especially designed to
meet the needs of Phonetics lecturers, Phonetics assistants and teacher
trainees. This will also include two panels under the chairmanship of Professor
Roach which will answer questions on the teaching of segments and prosodies.
3.
Conference sessions: Wed 25, Thurs 26, Fri 27, 14:30 - 17:45.
This
year the central theme of the conference will be the role of Phonetics in
teacher training syllabuses. Therefore, ONLY papers connected with this theme
will be accepted, e.g. teaching contents, materials, methods and techniques;
standards of achievement; assessment of students' performance; discussions on
areas of pronunciation training, etc. Each paper will be assigned a 30-minute
slot which is intended to allow for a 20-minute presentation and for 10 minutes
of questions.
4.
Workshops: Wed 25, Thurs 26, Fri 27, 18:00 - 19:00.
There
will be two simultaneous 4-hour workshops aimed at school teachers and teacher
trainees; one will focus on segments and the other on prosodies.
You
can now visit the official website of our seminar, where you can find, among
other things, the online registration form www.umce.cl/phoneticsseminar
Organizing
committee: Héctor Ortiz Lira, PhD and Marcela Fuentes Delgado, MA (c) .
E-mail
address: phoneticsgroup@vtr.net
|
Fees:
|
Teachers And Presenters |
Postgraduate Students |
Undergraduate Students |
|
Course |
US$ 50 |
US$ 30 |
US$ 10 |
|
Conference |
US$ 30 |
US$ 20 |
US$ 10 |
|
Workshop |
US$ 40 |
US$ 20 |
US$ 10 |
|
Course +
Conference |
US$ 60 |
US$ 30 |
US$ 15 |
|
Conference
+ Workshop |
US$ 50 |
US$ 30 |
US$ 15 |
|
Course +
Conference + Workshop |
US$ 80 |
US$ 40 |
US$ 20 |
------------------------------------------------------------
12.- TEACHING ENGLISH TO KIDS IN TIMES OF THE
WORLD CUP
SUBJECT:
LearnEnglish Kids is the British Council's website for young learners and their
parents and teachers. The site is updated with new resources every month. This
month you'll find football activities on LearnEnglish Kids. You can find them
all on this page: http://www.britishcouncil.org/kids-topics-football.htm
Activities include:
- Shot Stopper - how many goals can you save? (an online game)
- Online activities to practise football words, learn about the history of
football, and test knowledge of the World Cup
- Worksheets to print to practise football words,learn about football rules,
learn about some famous footballers, and also a coluring-in activity, and a
worksheet for writing about a profile about a footballer
- a song about a football match - We're Going to Win
- two stories - Football Crazy, Football Mad and an animated story - My Secret
Team
---------------------------------------------------------------------
We would like to finish this issue of SHARE
with this note from a dear Uruguayan SHARER with reference to Omar´s visit to
Greetings
from
Hi, my name
is Sandra Núñez. I´m from the North of
receiving and reading and enjoying all the issues of Share Magazine for
I don´t know how long. Neither do I know how or when or where I got in
contact with you but I´m glad I´m a Sharer and I´m happier to know that
I´m going to meet you at URUTESOL in
Best wishes.
Sandra.
HAVE A
WONDERFUL WEEK
Omar and
Marina.
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SHARE is
distributed free of charge. All announcements in this electronic magazine are
also absolutely free of charge. We do not endorse any of the services announced
or the views expressed by the contributors. For more information about
the characteristics and readership of SHARE visit: http://www.groups.yahoo.com/group/ShareMagazine
VISIT OUR WEBSITE : http://www.ShareEducation.com.ar
There you can read all past issues of SHARE in the section SHARE
ARCHIVES.
------------------------------------------------------------------------