I Iffi\
NEWSLE
ARGENTINA
SPRING 1996
T E S O L
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by Patricia K. Werner
Vol.9
No. 18
Personería Jurídica IGJ464
carnealong before writing, andmistakes
students. They wanted feedback and
were simply not permitted. In fact, errors
needed guidelines. At that point, Iwent
were treated as "heresies" to be stamped
totheoppositeextreme.
out immediately. Our teachers jumped
been taughtFrench,
to correct any and a1lmistakes we made
everything.
as quick1y as possible. "Exploration" of
correcting, my students were rarely able
a language or a culture was definitely
to fmish a thought before 1 dutifully
not a part of the curriculum.
interrupted with a string of corrections.
1taughtas 1had
correcting virtually
From the time 1 began
Likemany of my classmates, 1developed
1 soon realized that this tactic also
As a young child, 1was so fascinated by
a love/hate relationship with the classes
frustrated the students, just as it had so
other languages and cultures that 1tried
and a definite fear of making mistakes.
heavily frustrated me. Fortunately, my
to teach myself French from an old
1 talked (and much later wrote) about only the things 1knew 1 could without
students were notonly very patient with
making a mistake, and 1 religiously
to search for solutions, and together we
textbook of my mother' s that 1found in our attic. 1couldn't wait for the language
o
me -a new teacher - but also very willing
classes that would begin later in our
avoided
primary school .and then continue in
structures 1 couldn't
secondary. Looking forward to "real"
wasn't until 1was fortunate enough to
classes,I woulddreamaboutbeingfluent
live with a farnily in France and to study
in another language and traveling around
at a Swiss university that 1 began to
To correct or not to
the world and learning
experiment with my second language
correct?
cultures.
and to try real communication -not just
President's Message
p. 3
Unfortunately, my dreams of exploring
memorized little speeches.
Putting the T in TESOL
p. 5
a new language and culture and the
Later, my first months of teaching
TESOL '96
p. 6
reality of the classroom soon clashed.
English were heavily influenced by my
A Newcomer in Chicago
p. 7
Our classes consisted of reproducing
early experiences with French classes. 1
From ESL Learner
tried to do the exact opposite of how I'd
Teacher
about other
words, phrases, and dialogues
100%
correctly. We spent hours mimicking
any topics, vocabulary,
or
continued on page 4
handle well. It INSIDE
p: 1
to ESL p.9
been taught French. 1 wanted every
Planning and Supporting
our teacher or a voice from a tape, and
student to have unlimited freedom of
Online Learning
p.11
we were never allowed to write. Most of
expression -no correction, but lots of
Suggestopedia ...
my early language classes utilized the
encouragement
Helping students ...
p. 12 p. 13
In Memoriarn
p.19
to "explore".
As the
audiolingual method, and in those days,
classes progressed, though, 1saw more
listening carne before speaking, reading
and more frustration
1
amongst
the
EXECUTIVE
SPECIAL ACKNOWLEDGEMENTS
BOARD MabelGall0 Mabel Chena Vivian Morghen Claudina LoValvo Monica Ranieri Graciela Cerutti Laura Pastorino Alejandra Pron Selva Sondón Germán Warckmeister Patricia Wemer
President 1st Vice President 2nd Vice President Secretary Treasurer Voting Members
Executive Director
Blanca Arazi
Argentina TESOL wishes to acknowledge publicly thank ICANA which has made publication possible.
and this
Argentina TESOL wishes to thank the following publishers and book dealers fortheir support: Addison Wesley-Longman, Alta Book Center, Cambridge U. Press, FrankEducational Resources, Heinle & Heinle, Oxford U. Press, Simon &Schuster. ACME Agency, Edytex, Kel Ediciones, Librería Rodríquez, Librería Tomás Pardo, andLa Comercial.
EDITORIAL STAFF Argentina TESOL (ARTESOL) Newsletter published twice ayear (Fall and Spring)
Mabel Gallo Vivian Morghen Laura Pastorino Claudina Lo V.alvo
Textbooks
CD Rom
Dictionaries
Art
Pockets
Cookbooks
Bestsellers
Books with cassettes
General Knowledge
Videos
Children
...and more
Also, highly professional Book Fairs enjoyable activities.
full of
Cal! us or visit us at: Villa Urquiza
Belgrano
Echeverría 4742 (1431) Capital Federal Tel./Fax: 523-1696/7009
Virrey del Pino 2787 (1426) Capital Federal Tel.: 784-0310
2
is
Dear ARTESOLers, In spite of the freezing temperatures,
the Spring issue of our newsletter is early this year. We have rushed it a
bit to be able to hand it out to you during the Convention. Hopefuliy the turnout will be so high that we will only need to mailjust a few copies! ("Thrift, thrift, Horatio!") Together with this newsletter, we are sending you a complete list ofTESOL awards. Go over them carefuliy and do apply for the one you best qualify foro 1high1y recommend that you give it a try. 1want to thank very speciallythe ARTESOL members who have sent contributions to this newsletter, thus giving it the local perspective that for so long 1have been eager to attain. My heartfelt congratulations go to the all the ARTESOL contact people who have done such a wonderful job in keeping us close to EFL professionals throughout Argentina. Spring connotes growth and change. Let's use the forum provided by ARTESOL to exchange views on how we can best implement classroom changes and promote professional growth.
Mabel Gallo ARTESOL President
frank
_ Davidson
representative
Educational Resources
Educational Software with Multimedia Technology for Computer Assisted Language Learning
Distributors: EDYI'EX - Cap.Fed. THE HOUSE - La Plata ADVICE Bookshop - Sta. Fe Concordia nle
frank Educational Resources
EST. INFORMATICO - Pergamino THE BOOK SROP - Tandil COMODORO ENGLISH - C. Rivadavia
T.E.: 796-4964/791-8266 Fax: 796-4964/788-4011
3
Lisandro de la Torre 154 (1638) - Vte. Lopez Buenos Aires
frompage
1
began to find a middle ground between
What about all those who fall in between
frustrating -in any language.
never and always correcting.
the two extremes? Here is where the art
Focus corrections on mistakes that
In my twenty years of teaching since
of teaching is critical. What is needed
interfere with understanding.
Put
thoseearly days, I'vecontinuedtorefine
on a daily basis and from student to
less emphasis
that
student
aren't critical to meaning. Follow
my notion
of a middle
ground
in
1 still don't have all the
correction.
is a reasonable
promoting
fluency
balance:
while furthering
on mistakes
the progression
that our brains
answers, but the question guiding the
accuracy, helping students before errors
follow: firstcontentand
search has been consistent. "What will
completely
not
Look for pattems in a student's
help the student most?"
frustrating or overwhelming them with
mistakes instead of going one-by-
Of course, the answer is "It depends",
roles and more roles. How can we do
one through
and 1 believe
this? Again, 1come back to the question
unrelated errors.
"What will help the student most?"
Keep the correction
it depends on severa!
factors, the most important of which
fossilize
while
are, perhaps:
then formo
a wide
range
of
"short and
sweet". Malee sure that the student These are various roles of thumb for the
The student's level
classroom
The student' s goal
worthwhile:
that
I've found
to be
truly understands
"get" the
The goals of the course
remember Allow
students
Other factors also enter in: the age and
thoughts
educational background of the students
corrections.
and their individual personalities
to finish
before
their
making
Being interrupted is
and
correction).
in
is
itmaybealong
time before the correct appears
And
that understanding
onlythebeginning:
spontaneous
learning styles, for example. With the
it (often times,
we correct but our students do not
the
version
student's
production
of
continued on page 8
Figure 1
various factors in mind, I've developed a general rule of thumb that follows a continuum of less correction to more correction (see FIGURE 1). Astudentattheleftsideofthecontinuum might be a young child just starting English beginner"
or a middle-aged
"false
who had several years of
English in secondary school years ago and who now needs conversational language for traveling. A student at the right side of the continuum might be a graduate student in the United States who needs to write scientific papers or a professional
who needs to conduct
meetings and write reports in English. Those at the left side are only beginning to develop a critical mass of vocabulary and structures to work with, while those at the right side have a well-developed critical mass of language
ready for
polishing.
ARGENTINA TESOL
4
PUITING THE T IN TESOL to acquire basic teaching and classroom management
by Lynette Murphy O'Dwyer
skills and develop an initial understanding of the principies behind them
Reprinted from: TESOL Matters AprillMay 1996
to know some of the basic resources available in TESOL Do you ask whether a TESOL teacher is a native speaker or
for teaching, testing and reference to develop an awareness and lrnowledge of the basic
a nonnative speaker of English? Many people do, probably without thinking too much about the implications of the question, but assurning that somehow students must get a
concepts and terrninology used in TESOL for describing forrn and meaning in language and language use and be
better deal from a native speaker.
able to apply these in their professional practice
A project* 1 have been involved in for the last 3 years has
to understand the different reasons why students learn
shown justhow questionable this assumption is, and just how
cultural backgrounds, and to be able to take account of
inappropriate the distinction is when it comes to designing
these in planning and conducting appropriate classes
professional preparation and development programs. The project
has involved
consultation
English and other variables in learners' educational and
to think about their own development
with TESOL
professionals in more than 40 countries, including teachers, teacher educators, and employers. A clear finding from this
as TESOL
professionals. Oí course, nobody we consulted suggested that teachers of
consultation has been the importance of developing, at the
English do not need to be able to speak the language. A basic
initial teacher -preparation stage, practical programs to address
competence is obvioulsy essential. But just how basic? And
the needs of teachers with little or no previous experience of
what sort of competence? It is because our profession has not
teaching languages. At this stage, it seems that the needs of
seriously addressed these questions that the assumption has
native and nonnative
grown up that the native speaker has automatic advantages as
speaker TESOL teachers are very
continued on pagel O
similar:
Pickwick Educational Consultancy sets the standard in the ELT World through
SIMON & SCHUSTER incorporating
~
The Phoenix and
d Prentice Hall Regent Iists
Navigator - Express Ways American Business English Programme Foundations - Communicator Contact Prof. Pía Lavezzo and her ELT Team at Olleros 1780, 2° B (1426) ~e~.lFax: 771-1912. Elmail:pickwick@internet.siscotel.com VlS1tus on the Internet at http://nternet.siscotel.com/pickwick
5
Each of the featured speakers addressed the art of teaching
o
s>
from a different viewpoint. Svetlana Ter -Minasova, Dean of Foreign Languages, Moscow State University portrayed a
0-
••
unique situation in her plenary "TESOL in Russia: State of the Art", where the teaching of a language that is stilllooked
TESOL '96 The Art o/ Teaching
down on depends mainly on teachers' creative use of the few resources available -there is no access to boolcs, teaching material or chalk. The importance of reflective teaching
was presented by
by Claudina Lo Valvo
David Mendelson in "Untunnelling our vision: Lessons from
ARTESOL
a greateducator" where Y. Kolchak' s struggle to acknowledge
Representative
and at the same time build up students' individuality
was
Between March 26-30 Chicago, the "windy city", hosted the
greatly emphasized and set as an example: Educators can
30th Annual TESOL Convention The Art of Teaching. The
draw something out 01 each student.
wannth and energy of the organizers and participants in each
The Great Debate: "TESOL is a Science, not an Art" ended
plenary, academic session, colloquium,
up even once the featured speakers -Diane Larsen-Freeman,
breakfast seminar
and workshop made up for the piercing, cold weather outside
Elana Shohamy, Dick Tuckerand Henry Widdowson- had all
the three hotels where the convention took place.
put through theirdifferent visions. The importance of reflection
TESOLers from all over the world attended the convention
upon teaching was nevertheless shared by all speakers as well
and four new affiliates (St. Petersburg, Alaska, Georgia and
as the chance all teachers have to take advantage
Costa Rica)
"tension of two cultures" in our EFL/ESL classes.
ARTESOL
were presented was represented
at the Affiliate
Council.
of the
by members from different
Teacher education, CALL and multimedia in the classroom,
provinces such as Mendoza, Buenos Aires and Saltaand 1can
reflective teaching, testing and evaluation, teaching adjunct
proudly say that most of those who attended presented
courses and content-based instruction were only some of the
excellent sessions and worlcshops. It is definitely rewarding
topics in the different presentations. Materials development
and encouraging
was given special attention as one of the most creative tasks
to encounter
more and more members
making presentations each year.
teachers
are to fulfill. An enlightning
presentation
on
continued next page
A group 01 representatives from South America
6
TESOL CONVENTION
A NEWCOMER IN CHICAGO TESOL CONVENTION '96
1997 Creating the Magic
by
Mónica Pugliese
Do you think that dreams never come true? Well, you are wrong. Sometimes they do! 1had been drearning of attending a TESOLconvention
March 11-15,1997
for years (... well, just a few ... l' m notthat old!) when
Orange County Convention Center Orlando, Florida
finally a letter changed my day: 1 got one of the 30 convention scholarships that TESOL was offering to celebrate their 30th anniversary. The expression on my face must have been so unusual that it was hard to convince the lady at the Post Office 1 was not going to faínt! "Are you feeling OK?, she said. "J ust happy",
For further Informatíon, contact:
1 told her.
Barbara Schwarte Department of English 203 Ross Hall lowa State University Ames, lowa 50011, USA Tel. 515-294-6811 Fax 515-294-6814 E-mail: schwarte@iastate.edu
1 arrived in Chicago on a cold and windy morning. After picking up my tote bag and program book, the rest of the day was spent on deciding which events 1 wanted to attend. There were so many things to do! From then onwards, 1 was "on the move". Up and down in the elevators, in and out of rooms, tired but thrilled. Debates, breakfast, worlcshops and concurrent sessions took most of my days in Chicago. Needless
frompage
to say, 1met people from the most unbelievable places
6
and shared experiences with experts like Diane Larsen"Challenges
in writing
material s for peace education"
Freeman, Henry Widdowson, Bill Grabe, Mary Ann
presented techniques, activities and textbook meant to engage different age-groups in peace-building education.
To sum up, 1 wish all my colleagues could have the
The EFL Interest Section held its annual business meeting and discussion group open to all members. Co-chairs Blanca Arazi and Lisa Harshbarger urged IS members to take a more active role in the field and become classroom researchers in order to increase the possible subjects of study that directly refer to the EFL field. The importance
of research was
emphasized even more by the Research Symposium that took place on Tuesday.
The main ideas presented
were the
importance of research in the classroom directly connected to practice and the close bind that teachers, researchers and learners should build as the key to fruitful results. Everything
is now moving on toCreating
TESOL'97
in Orlando. 1 am positive
Christison and H. Douglas Brown.
Magic with
that next year's
convention will be as enriching and helpful as Chieago'96 not only because of the wide scope of topies but also due to the spirit of all those involved in it,
7
terrific experience of attending a TESOL convention, at least once in their lives. 1, myself, am looking forward to having a second chanceo
frompage4
language.
humanities.
PatriciaK Werner is one of the authors
Be more demanding with written
And finally, let your students help
01 Me Graw-HiIl' s lNTERACTIONS
English than with spoken English
to guide you in finding the balance
and MOSAIC
(unless your students need to do
for each individual. Some students
teaeher at the University ofWiseonsin/
sophisticated
will always ask for, even demand,
Madison, she now lives in Buenos Aires,
Errors in speaking are generally
a great deal of correction. Others
Argentina.
"acceptable"
is
will quickly show their frustration
Errors in writing,
with it. 1 correct when 1 sense that
public
if the student
understandable. especialIy
in
professional
academic
situations,
less "acceptable". have
speaking).
been
university
or
correction and that the correction
In fact, studies
willactually help, not hinder. When
on errors
level
compositions
more. AlI of us as teachers are familiar with
same content
the frustrations involved in studying a
some
with
language errors ánd some without.
language.
Papers
experience
with
frequently grades,
language
receive
even
error s
much lower
From my own personal
languages,
with learning combined
different . with
my
is
experience teaching English, 1 believe
Such grading
that we teachers can minimize some of
if the content
completelyaccurate.
"down" for language errors seems
the frustrations
to be true across fields -frorn the
ground for each student - one that is both
sciences
manageable and useful.
to the arts
and
the
-finding 'the middle
•••••••••••••••••••••••••••••••••••••••••••••••••••••••••••
•
: :
LIBRERIA TOMAS PARDO BOOKSTORE
·
[i'iEnglish
••
• :
[i'i
a
in doubt, 1 correct less rather than
in
comparing papers with the exact -but
Formerly
the student is open and ready for
are much
done
series.
Books, Dictionaries LatinAmerican and Argentine Literature in English
•
: :
••
·: •
: • : • •
You can visit an old bookstore Maipú 618 : • :
tt
••
:
•
:
•
1006- Buenos Aires
:
01-393-6759
:
01-322-0496
:
•••••••••••••••••••••••••••••••••••••••••••••••••••••••••••
8
•
TO ESL TEACHER by EIsa Auerbach University of Massachusetts at Boston Reprinted from TESOL Education Newsletter
Adult
field's thinking about ESL pedagogy: the first is that formal academic is a critical
prerequisite for teaching; the second is that ESL teachers should have native-Iikecompetence of English so that they can model correct
usage,
pronunciation,
grarnmar, and so on. lncreasingly,
however,
have
questioned
been
these notions by
both
practitioners andresearchers who argue that teaching qualifications mustinclude know ledge of the learners' cultural and linguistic backgrounds, and their social realities. They argue that those who promote
the expertise
about making the transition from being
speaker status may be neglecting another
ESL students to being ESL teachers.
kind of expertise, namely, the expertise
They spoke about their own histories .
that comes from having shared the life
and educational experiences, as well as
experiences of the learners. Many adult
the challenges
education centers inNorth Americahave
relationship to the expectations of both
taken the initiative to implement alternative
model,
immigrants
and refugees
an
one in which (including
advanced ESL students) are trained to
Two assumptions underly much of the
training/credentialing
through higher education and native
that comes
become
teachers
in
their
own
they have faced in
learners and colleagues. The panel challenge
was, in itself, to assumptions
a direct about the
necessity of native speaker competence and higher education credentialing as prerequisites for teaching ESL. During
communities.
the discussion, participants
A NewModel
explained
that they were not promoting the view
It was this model which was the focus of
that anyone is qualified to teach ESL by
a panel entitledFrom Learner to Teacher:
virtue ofbeing an immigrant orrefugee;
Language Minority Teachers Speak Out
rather, they saw their experience
at the 1994 TESOL
in
testimony to the benefits of opening up
convention
as
Baltimore. After afew remarks in which
the rank:s of the profession to those who
1 set the context for the panel, three
share the life histories
presenters -Hong Ngo, a Vietnam ese
backgrounds
teaching
training and support go hand in hand
assistant
at the Invergarry
Learning Centre in Surrey, B.C.; Ana
of the learners.
in the field, immigrants
the Jackson Mann Cornmunity School
can provide
in Boston, MA; and Azeb Zemariarn, an
addressing
Eritrean teacher and administrator
at
communities.
English
in
Professionals
Edmonton, Alberta -sh~ed their stories
SECONO REGIONAL SOUTHERN CONE TESOL CONVENTION
August 14-16, 1997 ASUNCION, PARAGUAY
9
When
with changes in attitudes and regulations
Zambrano, a Colombian teacher from
Language
and cultural
a rich the needs
and refugees resource
for
of their own
[rompage5 "Standard Bearer"! In fact, in all the
nonnative TESOL members possess in
needs to be challenged on a number of
areas outlined above, native speakers
English.
grounds.
have just as much to learn (and in many
This is perhaps why those we consulted
Firstly,
cases
were on the whole not interested in this
a TESOL teacher.
there
This assumption
is the challenge
of
much more)
than nonnative
What exactly is a native
speakers, Nonnative speakers who have
distinction.
speaker of a language? It soon emerges,
leamt the language at school or college
profession of TESOL, the T is just as
definition.
They realise that in the
if you pursue the idea, that this is a
may actually have far more developed
important as the L. What they wanted to
political rather than a linguistic label.
insights into the structure and use of
know about teachers coming out of a
Prioritising one group over another on
English than native speakers who may
professional preparation course was this:
political grounds is rightly intolerable
have very little explicit knowledge of
Has the course developed their practica!
to TESOL members.
their language, and, therefore, they may
teaching skills? Are they effective in
And then there is the practical challenge.
have to work very hard to develop it. In
the classroom? In short, can they teach?
Are all native speakers the same? Are
addition, nonnati ve speakers have a very
theyall equally competent in theirnati ve
crucial and very specific advantageover
* Thisprojectisfunded
bythe University
language? A moment's reflection tells
many native speakers of English: they
of Cambridge (England) and is directed
us that they are certainly not. Chomsky
already
at the development
may have used the notion of the "ideal
learning experience behind them, which
framework for the provision of pre- and
speaker-hearer" to validate early models
they can draw on to inform
in-service training and development for
oftransformational
grammar, butin the
real world native speakers
are very
have a successful
language their
teaching. English native speakers have
of an integrated
language learners.
in general a pretty poor record when it
of language
comes to foreign language learning, and'
Lynette Murphy O' Dwyer is associated
competencies they possess. J ust because
monoglots are sadly a majority. I would
with the University ofCambridge Local
you are a native speaker of English
guess that even within our organisation,
Exams Syndicate.
doesn't mean that you can write poetry
the majority of TESOL members who
member and the incoming chair of the
or novels -and here is one native speaker
are native speakers of English cannot
TESOL
wondering very much about her own
match the level of expertise in a foreign
Standards.
competence
language
different
in the range
in writing pieces for the
which
the majority
Committee
She is' an active on Professional
of
Interchange Intro English for International
ELT
Communication
Jack C. Richards lnterchange Intro is rhe new introductory leve! foe the highly successfullnterchange series designed for srudents of English at rhe beginner level. Intro fearures • a srep-by-step presenration and pracrice of grarnmar • c1ear iIlusrrarions of new vocabulary organised in thernaric groups • cornmunicarive practiceof a1llanguage raughr through a wide variery of stimularing acrivities,
CAMBRIDGE UNIVERSITY PRESS For furrher inforrnarion,
ELT Represenrarive,
please contacto
Manha Frenkel de Frers,
Paraguay 946. - 4° A. 1057 Buenos Aires. Argentina TEL and FAX:(01) 328 - 7648
10
PLANNING ANO SUPPORTING ONLINE LEARNING FOR ESL STUOENTS
in worldwide prices for staples. Problem-solving
activities require the students to incorpo-
rate various skills. For example, one activity requires that students attempt to solve problems associated with tourist development in East Malaysia; the simulation ineludes opposing groups of developers, environrnentalists,
and govern-
by Mary Spelman
ment officials, all of whom communicate,
University of Central
collaborate over the internet to negotiate a plan and reach a
Oklaboma
Reprinted
from:
TESOL
ESL in Higber
Newsletter,
Vol. 5, No. 1, Spring 1995
research, and
consensus. Another activity, the Geogame, asks students to
Education
gather specific information about another location, send it to a elearinghouse, download information about another loca-
As classroom discovering
tion, and attempt to figure out the mystery location from the
internet access spreads, ESL teachers are
that info-surfing
geographic data. AlI three types of acti vities can be evaluated
is not enough and that it is
important to decide what type of internet activities will be
by student completion or achievement;
however, the stu-
best for their students.
dents must be informed as to the method of evaluation at the
Taking a step-by-step approach should be helpful in imple-
beginning of the activity.
menting appropriate activities for online learning.
After deciding on the type of activity that can be imple-
To begin with, in choosing the learning goals for an internet
mented to achieve the curriculum goals, search for examples
activity, it is essential that the activity meet the needs of the
in order to save time and avoid mistakes. Learn from the
curriculum and the students. In other words, the internet
experience of others. The internet provides ideas for projects
activity must support, not drive, the curriculum. A few
that can be individualized and adapted for level of profi-
explicit directions concerning access will help students get
ciency and age. Often, adaptation is easier than creation.
online, and from there they can construct the technical
Joining an established
knowledge required for each task needed.
orientation; however, you will soon want to launch yourown
Teachers can choose an internet activity that supports their
activity. .
_".~~"___
-
project provides
.. -_
_
.._...__
•• _
a fast and easy
. d on page 14 ~!'ntmue
.••
_._-
-
--
-_..
.__
curriculum from three basic types: interpersonal communication, information gathering, and problem solving. Interper-
,TRADITION
sonal activities give students the opportunity to communicate
>1-
in suspended or real time, mixing formal and informal registers as only cyberspace interaction allows. Geographically and temporally
dispersed interlocutors inspire students to
stretch their language
proficiency
to meet the needs of
version of penpals, through online elearinghouse for internet
c:c
E-mail Classroom Connec-
tions in Higher Education <bttp://www.stolaf.edu/networkl
schMOOze, specifically designed for ESL students <http:// MOOs allow students to commu-
nicate with native and non-native speakers in real time, in addition to providing other types of online activities. Information gathering activities inelude virtual expeditions such
as
JASON,
seawifs.gsfc.nasa.gov/>,
sponsored
by
NASA:
<http://
and pooled data analysis, such as
the Global Grocery List, in which students research variation
i
11
_
n 11I EXCELLENCE ::J a
iecc/». Another activity for interpersonal communication is provided by multiuser object-oriented sites (MOOs), such as arthur.rutgers.edu:8888/>.
XI <
-..J
interaction. Teachers can provide keypals, the cyberspace projects, such as Intercultural
en 11I
LlBRERIA
RODRIGUEZs.A.
HEAD OFFICE
FLORIDA BRANCH
SarmIento 835 1041 Buenos AIres Tel: 326-3725/3826/3927 Fax: 326- 1959
FlorIda 377 1005 Buenos AIres Tel:~25-4992 / 4993 Fax: 325-4992
._=-:;
SUGGESTOPEDIA: A SPRINGBOARD SUPERLEARNING TECHNIQUES by Susan A. Villalba de Stura Universidad Nacional de La Pampa
TO
surveys that they can hardly recall the vocabulary they had been taught, and they would like to know more. Some years ago, I read Superlearning
There are many things to taIk about when learning is concemed,
but if there is something
we must learn as
teachers is to learn how the brain learns. As you read this article, you will realize why I say this.
by Sheila Ostrander
andLynn Schroeder andl was fascinated. This book changed my way of teaching and awakened a new awareness within myself. It was like a springboard from where I jumped into the magnificient world of teaching techniques. I also read
To begin with, I would like to share with you some of the problems we have to face and some possible solutions.
Eric Jensen, Bobbi DePorter, Tony Buzan, Gordon Dryden and Jeanette Voss - to name just a few. They a11 seemed to
Being an Associate Professor at theFacultad de IngenierĂa of La Pampa University, I have found my students face the fo11owing problems:
have a different approach to the student as ahuman
being,
unique and exclusive in himself and above a11, a whole person with hidden capabilities which were waiting to be awakened and put into action. I discovered that, with proper
Poor linguistic competence in English (90%)
"preparation", a student could "enjoy" English much more,
No vocabulary recall (long term memory)
in a very relaxed way and with a fu11concentration on the
Need for more extensive vocabulary
subject being taught, or better said, "learned". So, I started a research for the University of La Pampa on
A great number of students, specia11y those that come from otherprovinces (excluding Buenos Aires) enterthe university with a very low linguistic competence in English, and are supposed to learn how to read and interpret technical books
Superlearning techniques as a way of looking for a solution to the problem I stated above and to help these students to leam better and faster. From these first readings and the experience 1 had gained working with adults with these
in English. On the other hand, they have stated in different
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continued on page 17
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information
(Carrell,
Selva B. de SondĂłn Facultad de IngenierĂa, Universidad Nacional de La Pampa
1-3).
Types of illustrations
Explicit and consistent training in the
As we know, a great deal of technical
recognition
infonnation
of top level rhetorical
in technical textbooks is
organization of texts to improve L2
presented in non-verbal
reading
one serving a different purpose and
comprehension
recommended by
1992,
has been
by different
authors
(Armbruster, 1991, 104-105), (Carrell,
modes, each
making use of particular
rhetorical-
syntactical pattems. For example:
1992,1-10). Table graphs
give numerical details,
Use of graphic representations
show relationship
between variables. infonnation.
Apart from the general-oriented goal of
ComparedĂfferent
In approaching ESP teaching, the kind
preparing students for the kind of prose
Flow charts show stages of a process or
of activities
they will be involved in in their future,
procedure.
favoured are those that engage students
activities
Line drawings
in the development
graphic representations will
that have lately been of strategies for
related
to reading
and/or
introduce distinctions
or categories.
understanding material of their interest
train students to see the relation of
Schematic
in English. In this teaching-leaming
parts to whole,
physical
context, the interaction of differentkinds
aid students to transfer a line of
relationship of the parts of an object, or
of reading -strategies-orientedactivities
thought into a fonn of drawing and
the position of different pieces.
play an important role, specially those
viceversa,
Tree diagrams show classification type
that have to do with text-structure
force them to work with whole
ofprose.
awareness.
chunks of meaning,
The use of any fonn of
illustrations description,
provide give
spatial
diagrarnmatic display to illustrate such
help students to see the function of
The list is incomplete, of course, and
a strategy has been lately recommended
grammar as discourse signal, thus
the names given to drawings may vary.
by many reseachers in the field.
fostering inference of unknown
But in any case, students benefit from
A cognitive
strategy,
text structure
vocabulary in context and,
the training in the perception of their
awareness plays a significant role not
facilitate reading of difficult texts,
validity to illustrate thought.
only
among other things.
on better
understanding
of
continued onpage 15
academic prose, but also on recall of
If you use electronic mail, send us your e-mail address and your main field of interest. We would like to publish it in the Newsletter in order to facilitate communication among our members.
frompage 11 Whether adapting or creating the activ-
participants by posting the invitation on
mail addressesforall participants. Agree
ity, attention to project details could
mailing lists, homepages, and specific
at the beginning to cknowledge every
mean the difference between success or
intemet
message even if the-e is only time to
faiIure. In order to attract potential par-
invitation should inelude the project
write
ticipants, I suggest using a catchy title,
description
communication makes people expect
elearly stating the purpose of theproject,
deadline for responding. Respondents
instantaneous
and providing specific information about
may have questions about the project or
disappointment may ruin the project. In
the students who will be participating.
special needs that must be met in order
addition, always sign messages because
project elearinghouses. and specifications
The and a
a
w ords.
few
responses;
Internet therefore,
To avoid confusion, select no more than
for them to participate. Always answer
e-mailaddressesare difficulttodecipher.
five collaborating groups and make sure
these questions as quickly as possible,
If you have new users collaborating, be
that each group can follow the project
but do not commit to ineluding the
sure to give them extra attention;
timeline. If possible, inelude a sample
respondent. Other applicants may better
learning
frustrating. A voiding the responsibility
of work that will be expected from the
meet the project applicants
project, any work that was produced
recruitmentof friends and acquaintances
project for everyone.
can be evaluated, but it should also have
may be necessary.
Following these steps may help project
some public outlet. For example, a local
Forming collaborative groups for the
planners and participants avoid potential
or school newspaper may print a story
project may require a selection process;
problems.
about the project that ineludes student
however, never forget to reply to those
intemet access both productive and fun.
work.
applicants who were not selected with
Mary Spelman, who has been teaching
Often the intemet itself provides an
an apology and an offer for future
ESL for 16 years,
outlet for project results. Publication of
collaboration. The attrition rate, usually
professor at the University of Central
student work in internet archives is a
around 20%, may require tuming an
Oklahoma. She is currently conducting
common practice.
apology into an acceptance. With the
research on the effect that cyberspace
do not come
If
can be
participants. At the completion of the
Aftercompleting the project plan , invite
requirements.
a new technology
forward,
of helping
reply, inelude a project
simulations
distribution list with telephone andsnail-
proficiency.
acceptance
newbies
Careful
could spoiI the
planning
is an assistant
ha ve on ESL
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writing
frompage
13
reading of visuals included in the text,
system whicn simultaneously transmits both visual and audio
and/or the illustration of the text structure
informaüon. This informaüon ts
ofprose, when texts are notaccompanied
reproduced at a receiver. All IV
by corresponding
aspect: that "certain types of visuals
methods consist of the following basic elements: (1) pickup devices that convert the visual and aural
determine their texts", that"certain types
information into electrical signals.
of texts
(2)elements electrical
Visuals are used along two lines: the
drawings.
In this case, students are trained in this
determine
(Trimble,
their visuals",
1985, 104-105)
and that
reproducing devices whicb reconvert the electrical signals into
grarnmar is an important factor in the text-visual
relationship.
interesing
activity
So,
an
here would
be
for transmitting the and (3)
signals,
image and sound. Pickup devices include microphones
cooperative work between teacher and
ee e ••
Preeeesenting... : •
..• •
• •• e
e e e e e e e e e e e e e e e e e e e e
or viceversafocusing on linguistic points
and cameras whicn convert the optical image into electrical signals.
and cohesi ve devices associated with it.
Transmitting
It is useful in this sense, to insist on the
modulators and highpower transmitters: they convert the signals which are generated in the pickup : devices into high-frequency signals. e
students to move from drawing to text
fact that when reading a drawing, OUT minds read lines, arrows, circles.
llIustrating expository prose
devices
inc/ude
These HF signals are propagated through transmission lines or
In the second line, that is, the illustration assists in identifying text structure and
through free space. Relay systems receive and retransmit these signals.
in choosing a particular drawing for it.
A IV satellite is an example of a
For example,
for texts including
classification
pattern, the information
relay system. The reproducing device is usually a IV receiver that ,'. converts the received electrical
of common expositoryprose, the teacher
a .
could be illustrated in a tree diagram while for a process description
text,
flow charts could be used. The work of linking of a number of observations from students or from the instructor
SOUTce: Alvarez de Mont et. al.
himself
(1992), p.66
concerning
the rhetorical-
what is to be included in the drawing
The teacher can work with pre-reading
and how it is to be included.
activities that prepare students for the actual
1 illustrates
representation
the graphic
of complex
definition
patterns
content
and organizational
corresponding
to complex
definitions.
patterns where the definition is followed
Students draw some kind of illustration
by a classification:
that shows the pattern of the texto In this case block diagrams are suggested, as in
Television is a telecommunications
• •
•• • • • • ••
SECONO REGIONA'l SOUTHERN CONE TESOl CONVENTION
•• •• e e e e
e e
August 14-16, 1997 Asunción, Paraguay
For further information contact: Mary Louis Baez
linguistic role of each graph, that is,
Example
• • • e
signaJs into images and sound. The images are displayed on the screen of a cathode ray tube and the sound comes through a loudspeaker.
the instructor is directed to a precise
e e e e e e e e e e e e e e.
textbooks where they accompany texts coruinued on page 16
•
PARATESOL President Avenida España 352 Asunción, Paraguay Tel. (595) 21-24831/ 24772 Fax (595) 21-~6133 ee e e e e e e e e e e.
e.
e •••
•
15 i
frompage
15
they show steps in a process or relations
resembles, etc.
generates a surface of revolution. The
ofparts toa whole. Thus, theillustration
The passages having definitions as main
finished
for a definition would be:
rhetorical function are used to show
tapered (i.e. cone-shaped). In addition
beginning
of
to generating cylindrical surfaces.lathes
passive voice, defining relative clauses
can generate plane surfaces by facing.
I <al
Television
is
students
the working
work may be cylindrical or
with or without the relative word, and
The lathe may also be used for boring
the use of the -ing form in the shortened
and cutting screw threads.
version. (b)Telecommunication
Systems
The second part of the text can be
which (e)
Transmits
visual
and
audio
2) Transistors
are basically
current
illustrated by a tree diagram, where the
control devices and can be used as
three elements given are respectively
switches
subdivided into more devices.
transistors fall into two main classes:
When students are ready to work on
bipolar devices, also called junction
information
and amplifiers.
Modern
their own, they can say:
transistors
a. Identify (a), (b) and (e) parts in
usually known as F.E.T.s
passages like the following:
transistors).
term being defmed. (b) class to which
I) A lathe is a machine tool which is
3)Friction
(a) belongs
used to produce work which is circular
opposing forces that occur when one
composition, uses of (a), how (a) works,
in cross-section by rotating the work
surface passes against another surface.
where (a) is found, or used, what (a)
against a cutting tool.In other words it
Notice that what is being isolated in
and unipolar
transistors, (fiel-effect
blocks are key concepts, in this case (a) and (e) characteristics,
,•
Good Reasons
,or all to
A car moving along encounters
• • • •
b. Isolate (e) parts in sentences and group them according to what they have incommon. 1. Riveting is a method of joining metals permanently. 2. Elements are chemical substances that cannot be broken down into anything
simpler
by chemical
means. 3. A neutron is a particle having the same mass as a proton, butcarrying no electrical change. •
4. A relay is a switching device for opening and closing one or more electrical circuits on receipt of an
Components: Student ten, workbook, picture cards, cassettes, teacher' s book For further information
the
encounter the resistance of the road.
TPR and hands-on activities involve students and promote understanding Rhymes, songs and chants enhance language re-call Pair work and cooperative learning help students learn from one another Content connections add new dimensions to understanding Friendly mascots motivate students and serve as language models
Pende!
the
frictional force 01 the wind; the tires
7 level program for ages 5-12 •
is a word describing
electrical signal, etc. c. Match from an (a), a (b) and a (e) listing and write definitions.
contact:
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Avda Coronel Díaz 1747 (1425) Capital Federal Phone: 823-8181 Fax: 823-7862
16
d. Determine which words or phrases from a list belong to (a), (b) or (e). continued onpage 18
frompage
12
techniques,I made a presentation in the Canary
Islands
Primeras
at the
classical
music -romantic and baroque-) helps
of presenting
my second talk on this
matter at the XXII F.A.A.P.I. Seminar
Jornadas Canarias de Lenguas Aplicadas a la Ciencia y la Tecnologta.
students' body and mind to be tuned up
in Mar del Plata last year. In order to
with its rhythm, which is similar to a
reach all and every one of m y colleagues
The concepts 1 worked through were
normal heart beat (60 beats per minute),
who kindly attended my presentation
taken from the facts that show this.
therefore, helping them to have their
Enhancing Learning Frontier through
A relaxed student is a positive student
minds, bodies andemotions harmonized
Superieaming Techniques, 1 actively
whose concentration
and working accordingly.
demonstrated how teachers can enhance
Furthermore, we are now aware of the
the leaming frontier in their classrooms
interfering with leaming. These barriers
multiple intelligences we can explore
by means of a suggestopedic
according to George Lozanov (1988), a
within our classroom and reach all and
methodology.
Bulgarian medical doctor, researcher
every student so they can feel they are
introduced to the backgroundand theory
and therapist,
attendinga tailor-madecourse. Wecome
ofthese superlearning techniques along
the
to know then, that learning is visual,
with a hands-on demonstration on the
intuitive (affective) barrier, the ethical
must be overcome before learning can
auditory,ldnesthetic, conscious and non conscious -the brain learns best on many pathways at once. When the mind-body connections are integrated, our
fully
great
academic performance improves, our
passive concert (review) and a practice
that
confidence and self-esteem in crease,
phase (to show students how much they
learning increasesrapidly when positive
and behavioral problems are reduced or eliminated.
have leamed).
This fact made me think of another way
included in order to achieve a better
whose
learning
categories:
is at its peak and barriers
are
not
are divided into three
the logical
barrier,
barrier.
1
Music as well, (especially
That is, the students' take place.
contribution beliefs
own resistance
Lozanov's
is his demonstration
about one's
capabilities
are
accepted.
Participants
based
were then
techniques. Participants were immersed into the steps proposed
by Lozanov:
physical and mental relaxation, active concert (active presentation of material),
Classroom
decoration
and non verbal suggestions were also continued on page 18
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17
frompage
16
provided in the text, c. Write definitions of their own.
Write a paragraph
after a table
including contrasted information. Students should not be overloaded with
Study a drawing and complete a
many drills of the same sort. Teachers
table with information like shape,
should not forget that this is just one of
material, uses,etc.
the many reading activities to be utilized
Complete a "cloze" paragraph with
in class.
information from a drawing. Write sentences saying where given
Different options to be used as pre-
components are located.
reading,
Insert
during-reading
or post-
references
reading activities
accompaying
The listing which follows, which is by
passage.
to
illustration
the to a
TESOL CONVENTION 1997 Creating the Magic March 11-15,1997 Orange County Convention Center Orlando, Florida
no means complete, attempts atshowing how to exercise relation text-drawings
Conclusion
. in both directions: having studens draw or referring
to existing
drawings.
It is our aim to help our students become independentreaders. Being independent
Students can:
in this sense demands discussion of
Write captions illustrations,
under schematic
thus summarizing
processes, a
monitoring
evaluations,
attention to individual difficulties
to
texto
overcome them, respect for different
Label drawings.
interpretations and for different ways of
Read a paragraph after a table.
organizing prose, multiple exposure to
Read a paragraph and illustrate or
differentrhetorical processes, apaitfrom
complete an illustration.
thereading activities carriedoutin class.
Complete tables using information
frompage
For further InformatĂon, contact: Barbara Schwarte Department of English 203 Ross Hall lowa State University Ames, lowa 50011 , USA Tel. 515-294-6811 Fax 515-294-6814 E-mail: schwarte@iastate.edu
17
impression upon the attendants on how
dimension)
these techniques can work.
particular types of learning situations.
All these options help us make possible
Mind mapping
for leaming to be something reachable,
Fortunately,
the above
mentioned
students
in volved
in
is another excellent
vocabulary .
resource in learning. A mind map is the
enjoyable and long-Iasting.
external expression ofRadiantThinking.
Let me ask you an open question: How
A mind map always radiates from a
do you get ready for a party? You will
central image. Every word and image
probably think first of what you are
ingredients like Brain Gym exercises,
becomes
going to wear, think of what a good time
which help students to draw out their
association, the whole proceeding in a
you are going to spend with your friends;
full potential as learners and enhance
potentially infinite chain of branching
if dinner is included,
their experience of whole-brain learning.
patterns
the
before, and will think of the delicatessen
These Brain Gym movements, created
common center (Tony Buzan, 1994).
waiting for you to try (you always count
by Dr. Paul Dennison (1989), can be
Futhermore,
the Mind Map works in
on "next Monday" to start a diet!). And
harmony with the brain's natural desire
so on and so forth. That is, your whole
for completion or wholeness. It can be
person gets ready for this experience
usedas amemory-enhancing
(body, emotions, intellect). Or, to put it
techniques are not the onIy ones we can count on to help us create a perfect atmosphere student.
outside There
and inside
are
some
the
other
done as a warm up activity or for a specific skill, for they either stimulate (laterality dimension), release (focusing dimension),
or relax
(centering
in itself
a subcentre
away from or towards
of
technique
whic.h, in the case of engineering students, will be a way of building
18
you won't eat
in other words, your three brains (reptile, continued on page 20
·IN MEMORIAM MARY FINOCCHIARO By Mabel Gallo
part of it with you:
ARTESOL President
"Despite ethnic discrimination and economic problems that were the lot of Sialian immigrants to the United States, 1was
Mary Finocchiaro, a founding member and former president
able to enter college and become a teacher. Many people ask
of TESOL, and close friend of Argentina TESOL died on
me how that was possible. My answer is always, "Well, you
May 13, in Viareggio, Italy. She was a professor at Hunter
see -1 had a marvelous teacher once who inspired me to
College until she moved to Italy, where she founded TESOL
continue my education,"
Italy.
She devoted
professionalism
her life to the enhancement
1 hope that when some famous
of
countryman is asked that question, sthe will be thinking of
in TESOL. In this role she travelled all over
you as one who inspired, lo ved, and respected your students,
the world lecturing to teachers and teacher educators. In
thus making their personal
March 1987 she visited ICANA, and lectured on "Teacher
cherished country a prouder, richer nation."
success
possible
and your
Development" to an audience of 200 EFL teachers. Those of us who had the privilege ofbeing there will never forget the
Finocchiaro,
Mary.
(1988).
Teacher
Development:
A
feeling of empowerment this small fragile lady transmitted to
Continuing Process. From: Selected Articles from the
all of uso She was an EFL teacher, she was one of us, and she
English Teaching
was proud of her profession.
Information Agency. p.273
Forum
1984-1988. United States
I wanted to include in this In Memoriam an excerpt from one of the many books or articles Mary published. As I was going through a Forum,
1 happened to find precisely the written
version of her ICANA presentation, I want to share the last
ti••• Ihe greaIesI seIedIon of lIooks
Al KEL you wi
in EngIsh ancI our incleclnaIIIe comnIItll •••••. lo serve yau. We inVite you lo visit eiIher of our Ihree lIooksIares lo ~ acquaInIecI with lile Iatest puWlcalions. Come •••
see
USe
Emilio Frers 2228. Martínez. (1640) Tel: 793.8603 Fax: 793.3135 M.T. deAlvear 1369 (1058) Capital Tel: 814.3788/813.6884 Conde 1990 (esq. Echeverría) (1428) Belgrano R. Tel: 555.4005
19
limbĂc system and cortex) are involved. Now, what happens if you are "obliged" to attend a concert, for example, that your husband loves but you hate? You will feel angry, closed toany pleasure, knowing beforehand that no matter how hard
Buzan, Tony. (1994) . The Mind Map Book. New York: Penguin Group. Dryden, Gordon - Voss, Jeanette. (1994) The Learning Revolution.
California: Jalmar Press.
your husband tries to convince you, you will not enjoy it. Let's go now to our classroom. Let's pretend we are in one of the English classes of engineering.
You will hear this:
"They love their career -that' s why they have chosen it! But they hate English. They have learned it before, so why should
from page 18 Helping students ...
they now?" "They know it is important for their future, but they are logical thinkers: English is definitely difficult. More
This "tip" pretended to show one of those activities that has been adapted from reference books on the market.
than Algebra, they say". Whatdo we do, then? Prepare thefield. Prepare their bodies,
References
minds and emotions in order to be a helping hand. Armbruster, B. 1991. Framing: A technique for improving leaming from science texts. Science Learning: Processes and applications. Newark, DE: IRA, 104-113. CONCLUSION It is our growing understanding functions,
of the human brain -how it
what affects it, and how we can assist it, a
fundamental step when teaching is directed not just to the studentas alearner butas a whole person in all his dimensions .. It is then when we can find new ways of creating environments that are brain-compatible
Barnett, M. 1989. More than meets the eye: Foreign Language reading. Englewood Cliffs, NJ.: Prentice Hall-Regents. Carrell, P. 1992. Awareness of text structure: Effects on recall. Language learning, 42. 1-20.
or rather brain enhancing.
My suggestion: TRY IT, start navigating along this ocean of
Dubin,F. -Eskey,D. and Grabe, W. (eds). 1986. Teaching second language reading for academic purposes.
new, enriching possibilities for both teachers and students. Finally, as an afterthought,
analyze this law stated by the
Information Science: The smoother
the medium across which information
is
transmitted, the more information may be transmitted accross
it.
skills. New York:
Jones, B. Pierce, J. and Hunter, B. 1989. Teaching students to construct graphic representations. Educational Leadership. 46,4. 20-25. Mc
Nuttall, C. 1982. Teaching reading skills in a foreign language. Exeter, NH: Heinemann Educational Books.
References Brain. Tucson: Zephyr
Press. Jensen, Eric. (1995) . Super Teaching.
Del
Tang, G. 1993. Teaching content knowledge and ESOL in multicultural classrooms. TESOL Journal, 22. 8-12
Mar: Trimble, Louis. 1985. English for Science and Technol-
Turning Point Publishing. DePorter, Bobbi . (1992) .Quantrum
reading
Mon, Alvarez de 1.et al. 1992. English for Electronics. Graw Hill Interamericana de EspaĂąa.
Don't you agree, after all? 1 hope so.
Jensen, Eric. (1994) .The Learning
Grellet, F. 1981. Developing \.. Cambridge U. Press.
Learning: Unleashing
Teaching Library.
the Genius in You. New York: Dell Publishing. Buzan, Tony. (1990). Use Both SidesofYour
Brain. New
York: Plume. Buzan, Tony. (1991) . Use Your Perfect Memory.
ogy. A Discourse
New
York: Plume.
20
Approach.
Cambridge
Language
UPCOMING EVENTS
September 20-21, 1996
IATEFL Testing Symposium Fax: (541) 294-1725
September 26-28,1996
FAAPI XXIll Annual Seminar San Miguel de Tucumán Phone: 081-224505/88 Fax: 081-310928
October 4-5, 1996
APIBA Seminar Tel: (541) 814-3788 12:30 through 5:30pm
Match 11-15, 1997
TESOL Annual Convention Orlando, Florida, USA Fax: 515-294-6814
August 14-16,1996
Second Regional Southern Cone Tesol Convention Asunción, Paraguay Fax: (595) 21-26133
New titles from TESOL . ,.
New Ways in Teaching roung Childpen
More tban a Native Speaker
Umla Schinke-LIano and Rebecca Raulf, Editors
An Introduction for Volunteers Teaching Abroad
Address the needs of the whole child with more than 80 languagebuilding activities.
Don Snow Essential information for the novice. The ultimate refresher course for professiona.1s.
Contributions are aimed at teachers who must focus on developing social skills, introducing content concepts, and exposing students lo art, drama, literature, and music, in addition to imparting English language skills.
Whether teaching abroad for the first time or the tenth, this practical, nontechnical introduction to teaching English as a foreign language abroad should be on the 10p of your packing list.
Activities are organized into 14 genre-based chapters for easy reference.
Classroom survival skills, lesson planning, adaptation to life in a new country, and a detailed discussion of teaching listening, speaking, reading, writing, grarnmar, vocabulary, and culture are covered.
An accessible source of successful teaching ideas to engage young children in learning!
s:» 8",
81/2" x tt : 370 pp., /SBN 0-939791-64·/. plus $3.50 SIH
179pp .. ISBN 0-939791-63-3. $15.95 tmember $12.95)
fffi\ 'rESOL
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