I
!ffi\ ~卤iI
ARGENTINA
T E S O L Vol. 8 N.7
Spring 1995-Fall1996 Personeria Jurtdica IGJ464
i by Anna Uhl Chamot from TESOL Matters. October/November 1995 Editor' s Note: The following is the text ola plenary address delivered in March 1995 in Long Beach, California, at the 19thAnnual TESOL Convention. The oral character 01 the presentation has been preserved.
~
come
together
at our TESOL
conventions to leam from each other,
Reasons for creating a community 01 thinkers.
to share our knowledge, to deepen our friendships,
and to build our
Why would you want a roornful of
futures together.
students to learn from each other,
lESOLisourcornmunityofthinkers,
share their knowledge, anddevelop a
For 20 years now, spring has meant
and 1 would like to suggest that we
sense of community? Thereare many
to me not only a new season, but also
can use this lESOL model to fashion
reasons to promete and encourage
the anticipation of another lESOL
our own classrooms as communities
thinking
Convention,
of thinkers
classroom.
the high point of my
year. Each time 1 come to lESOL 1 feel renewed,
kindled
for our students
continued on page 4路
this feeling to what so many of us share- to the sense of comm unity that in this organization.
The
lESOL cornmunity is a community teachers,
important
with new
am not alone in this feeling. 1ascribe
of caring
The most
and EFL
reason is that most of our students
ourselves.
enthusiasm -and 1have noticed that 1
exists
and
in the ESL
passionate
leamers, and powerful thinkers. Our lESOLcommunityisadiversegroup of individuals representing different cultural and personal backgrounds, differentages, different work settings, different philosophies, and different approaches to teaching. Yet we all
1
EXECUTIVE BOARD President 1st Vice President 2nd Vice President Secretary Treasurer Voting Members
Executive Director
Special Acknowledgements
Mabel Gallo Mabel Chena Vivian Morghen Claudina LoValvo Monica Ranieri María Teresa Abelaira Graciela Cerutti Marta Moure Laura Pastorino Alejandra Pron Selva Sondón Germán Warckmeister Patricia Wemer
Argentina TESOL wishes to acknowledge and publicly thank ICANA which has made this publication possible.
Argentina TESOL wishes to thank the following publishersandbookdealers fortheir support:Addison Wesley - Longman, Alta Book Center, Cambridge U. Press,HarcourtBrace,HarperCollins, Heinemann, McGraw Hill, Oxford U. Press, PrenticeHall Regents. ACME Agency, Edytex, Estari Libros, Librería Rodríguez, San Román and La Comercial.
Blanca Arazi
Editorial Staff Mabel Gallo Vivian Morghen Laura Pastorino Claudina LoValvo
Argentina TESOL (ARTESOL) Newsletter is published twice a year (Fall and Spring)
Make learnina Enalish 'un
~ e J01·n ~h
=-e' . ,,:::,:·~>!;':_L~'"
~"N'
7-LewelPro.ram Ior a.es 5-' 2
.
,
Parade, a new English Language Teaching (ELT) program, is packed with ways to make leaming English fun. You'll find a wide variety offriendly, captívating content, plug on-going leaming support that keeps students comfortable, confident--and communicating! Here are some highlights: • TPR and hands-on activities involve students and promote understanding • Rhymes, songs, and chants engage students and enhance language recall • Pair work and cooperative learníng help students leam from one another • Content connections add new dirnensions to understanding • Friendly mascots motívate students and serve as language models
P;:;r:;;:d't',. , Components
For more IInlormatllon. contacé:
=* ScottF oresman
Leyel 1-7 -Student Text 'T¿acher's Edition 'Workbook Picture Cards Audiocassettes
A Division of HarperCollinsPublishers
Gabriela Bertolini Educational Representative Argentina/Uruguay
2
c.c. n" 278 - Pilar (1629) Pcia. Buenos Aires Argentina Telefax: 9322-70452/665-7776
Dear ARTESOLers, By the time you read these lines you will have already started Academic Year 1996. I wish you all a challenging and rewarding year. For the fírst time in 9 years, and due to budget constraints we have not been able to mail one of the two yearly issues of our newsletter. The present publication is a compilation of the spring and fall issues, therefore it carries the call for presentations for the '96 ARlESOL Convention. Please bear in mind that the deadline for proposals is July 15. . In an effort to reach out to a larger number of EFL professionals in Argentina, ARTESOL has decided to select a group of energetic, dynamic ARTESOL members in different parts of Argentina who may be willing to act as ARlESOL contact' people in their area of influence. Thus weput together a list of people and/or organizations whose professional expertise, active participation in professional advancement programs, and service to ARlESOL make them ideal candidates for this purpose. Below we have included a list of the names, addresses and telephone/ fax numbers of those members who have already accepted to become ARTESOL contact people. Please, feel free to get in touch with them either to provide or request information on ESl./EFL matters. I wish you all a successfull996. MABELGALLO President
Ms. Lidia de Devalle
Ms María Inés Fenés
Ms Diana Charo
Lamadrid 2853 7400- Olavarría
Directora ALICANA San Martín 3134 5p .•. 1"
Irigoyen 886
Pcia. Buenos Aires
3000- Santa Fe
7150- Ayacucho Pcia. Buenos Aires
TeJIFax 0296-2053
TeJIFax 042-531347
Tel:0284-21214/Fax:20804
Ms Graciela Conocente Ms Fanily Ortega
Ms Estela G. de G6mez 25 de Mayo 225
Ms Victoria Ranquist
AMICANA Chile 98Sn 5500- Mendoza
3100-Paraná Entre Ríos
ISICANA Santiago del Estero 865 4400- Salta
TeVFax:043-220259
TeJIFax:087-314040
Ms Carmen Rodríguez Mariani
Ms Cristina P. de González Directora IPICANA
Tel: 061-241972/Fax: 340347 Ms Florencia Murtagh de Perea Directora ACRICANA Escalada1567nl
Lago Quillén 1497 8300- Neuquén
9000- Comodoro Rivadavia Tel: 097-466311/Fax: 473956
TeJIFax: 099-434854 e-mail: nqn@teletel.com.ar
TeJIFax:0954-28543
Ms María Pinzani de Ochoa
Mr Julio Giménez
Ms Marta V.N. de Sosa
Directora Académica nCANA Dean Funes 726
9 de Julio 635 3A 5000 Córdoba TeJIFax: 051-24-210
Directora ASICANA 24 de Septiembre 382 4200 Santiago del Estero TeJIFax:085-213653
5000 Córdoba TeJIFax 051-2140261237858
3
Lisandro de la Torre 674 6300- Santa Rosa
from pageI
will find themselves in educational
regulation can happen only when
language
and work contexts where they will be
individuals
classes and foreign language classes.
required
power of their own thinking.
observing
Both cognitive
teachers and students al all lcvels -
to think
analytically.
critically
and
Many of our students
become aware of the and sociocultural
classroorns,
both ESL
and interacting
with
are already expected to think at this
research has significantly changed
from kindergarten to college. What
level, and as the world comes to rely
our understanding
has impressed
increasingly
for
process. Increasingly, we have moved
classrooms is students' ability to think
performing many of the routine tasks
on technology
of the learning
me most in these
away from observable behavior and
about
that humans have previously done,
searched
students '
learning. And 1have tried to identify
more of this high level thinking will
understanding, processing, attitudes,
the kinds of instruction that provide
be expected.
and feelings about themselves affect
students
for
how
and reflect
with
on their own
that
chance
lO
reason for promoting
their learning. In social cognitive
demonstrate
thinking in the language classroom
theory, for exarnple, students skilled
thinking. Five instructional principIes
is that current educational
in academic self-regulation are aware
seem
of all aspects of their own learning-
importance. These are:
A second
reforms
are calling for high standards
of
1. Recognizing
cognitive,
instructional approaches based on our
and social. Self-regulated
best understandings
about human
are confident in their own learning
2. Providing
affective, students
their
to me to be of critical
knowledge and performance and for
motivational,
and develop
and building
on
students' 'prior knowledge. meaningful
learning
learning. These standards hold high
abilities and reach higher levels of
tasks.
expectations for all students -and if
achievement
3. Engaging in interactive teaching
there's one thing that research and
concepts
practices have taught us, it is that
empowerment have in common the
4. Focusing on learning processes
notion that individuals
and strategies.
students will invariably
meet our
than their peers. The
of self-regulation
and
can gain
and learning.
expectations, be they low or high.
greater control over their own lives.
5. Helping students evaluate their
Meeting high expectations
A fourth reason to promote thinking
own leaming.
in the language classroom
These five principles can provide the
much
more
than
requires
memorizing
is the
information. Students must be able
impact
framework
for
to communicate
about
thinking haveon students and teacher
community
of thinkers
concepts and skills. They will need
motivation. Students enjoy sharing
language dassroom.
thoughtfully
that activities
involving
developing
a
in the
to use language to explain, justify,
their thinking and their own personal
analyze, infer, critique, and evaluate.
approaches to learning. Teachers gain
Students' prior knowledge
English language learners who are
deeper
Current learning theory tells us that
studying
students'
in an English
speaking
understanding points
of their
of view
and
we learn by making links between
setting will need to use English for
personalities.
Valuing each other's
new information and what we already
these types of academic purposes at
thoughts can change the motivational
know. We are frequently reminded
all levels -from elementary
climate of a classroom because when
of the importance of students' prior
through university. Helping students
teachers
knowledge -for example, the many
learn how to use EnglĂsh as a tool for
classroom, they are also valuing their
suggestions for prereading activities
thinking will help them become more
students'
and this is
always include discussions on what
successful in academic settings.
perhaps the greatest motivation of
students already know ofthe topic to
all.
be read. Nevertheless,
A third reason thinking
school
for focusing
in the ESL
on
value
thinking
identities,
in the
it's easy to
forget to make time for exploring
and EFL
classroom is to help students better
Instruction that promotes thinking
students' prior knowledge. In an ESL
understand themselves
For the past 12 years I have been
or EFL class, much of a student' s
as leamers
and thinkers. Empowermentand
self-
spending a fair amount of time in continued on page 9
4
9TH ARTESOL CONVENTION AUGUST 18-19,1995 held on August 18-19, 1995. Once
equally challenging. ARTESOLers
again EFL teachers from all over
had to choose
Argentina,
following presentations: The Film of
attend
and the United States got together to
the Book: American Literature in the
presentations.
interact on matters of professional
Language Classroom, María Laura
Caring
interest. In the course of just one and
Rossi, Instituto de Inglés Lenguas
conducted by Blanca Arazi, Vivian
a half day we managed to squeeze in
Modernas,
Morghen, and Mabel Chena served
four plenaries,
Vegetable Garden, Selva Sondón,
as an appropriate
countries,
eight concurrent
was
who on their
Lab. The afternoon
neighboring
session
those ARTESOLers,
The 9th ARTESOL Convention was
from among
Olavarría;
Growing
evaluation sheets said they felt they
the
a
had missed a lot by not being able to all
of
the
and Sharing,
concurrent a plenary
wrap up for the
ns (two one and a half-hour
Nora Carafmi de Massara, Gabriela
convention.
slots), and three book presentations.
Ferrero de Escudero, Saint Agnes
When you finally get this newsletter
Our most heartfelt congratulations
Institute,
we will be well on our way towards
and gratitude go to the prestigious
Responding to Students' Writing: A
the 10th ARTESOL
professionals who generously offered
Workshop on Alternative Strategies,
which will be heldon August 16-17,
to share their expertise with all of uso
Ana Traversa,
1996. Dig up that great plan that
We were honored to have Sandra
Lenguas
de
worked so well with your class, or
Briggs, a practicing ESL/EFL teacher
Filosofía y Letras, UBA; and Al/-
expand on the idea that has been
Santa Rosa, La Pampa;
I.N.E.S.,
A.E.A.
Vivas and Facultad
Convention,
and an author, as our keynote speaker.
time Favorite Classroom Activities,
haunting the teaching side of your
Her three presentations on Teacher
Patricia Werner, TESOL Materials
brain, (which one is it?) and share
Training,
Learning
Styles,
and
WritersInterestSection.Now
them
Reflective
Teaching
provided
the
back on these meetings 1do not blame
framework within which the whole conference
developed.
looking
with
Deadline for proposals is July 15.
Sandra! The empowering effect of your talles made us a1l become even to
our teaching profession. Concurrent sessions catered to a great variety of interests: The morning session featured: Video: An Effective Toolfor Teaching Business English, María Lucrecia Castro; New Trends and Teacher
Education,
Efrain
Davies, Universidad de La Matanza; Let's Do it Together, Designing Your Own ESP Materials,
Liliana and
Patricia Orsi, Rainbow Institute; and Welcome to the CD-ROM Little Monsters, Adriana
Martín
World.
Monica Reggini, and
German
Warckmeister, ICANA Multimedia
ARTESOL
colleagues at our next convention.
Thank you
more involved in andcommitted
your
Sandra Briggs with a group of ARTESOL members
5
jrom page 5
•••••••••••••••••••••••••••••••••••••••
•
••
• •• Prentice Hall- Regents •
• • • •~
: ARTESOL THANKS PUBLISHERS FOR TRAVEL. •• GRANTS AND CONGRATULATES ALL AWARD: •• • WINNERS •
•
: Harcourt Brace
•
•
•• Alta Book Center
•
Thank you letter from Award
: McGraw Hill
Winners I want to thank Harcourt Brace for the travel grant that made it possible for me to attend the 9th ARTESOL Convention. Thank you very much for this invaluable
opportunity
to
participate in this important event so far away from my city. It was an unforgettable experience, extremely beneficial not only to me but a1so to my colleagues, sharing
with whom
everything
I lived
I'rn and
learned. The keynote speaker, Mrs Sandra Briggs, was an excellent lecturer and one of the most charming persons I've
ever rnet. Her lectures
Reflective Teaching Education
on
and Teacher
were very enlightning,
with plenty of ideas to improve our teaching. The concurrent sessions were all very
• •
: Heinemann
••
: A.Wesley-Longman
Ana
Traversa
was
also
very
interesting. Itpresentedaninnovative
Accelerated
English)
opened
friends,
I would like to thank you for having
production, which 1have discussed
recipient.
with some colleagues of mine and I
As
have already
concerned,
started
to put into
far
as the
Travel Grant
convention
is
I really enjoyed it not
practice. AlI the other activities of
only because of all the colleagues 1
the Convention were also very good.
met but also because I learnt 1 am
IthinkthateventsofthiskiÍldprovide
not alone since all teachers have
an exceUent opportunity to promote
more or less the very same problems
understanding,
and in my humble opinion we found
share
concerns,
exchánge ideas and come together to
the way to solve them: attending the
discuss issues of common interest
ARTESOL Convention though short
among EFL professionals.
in time but excellent in quality.
.::»
Claudia A. Mendoza
Monsters! was very good, and this,
Active English,
Dear ARTESOL
selected me as the ALTA BOOK
THANKYOU
(Vocabulary,
• • • •
CENTER-ARTESOL
HARCOURTBRACE
r ARTESOtTHANKS
TESOl..for the THANKYOU ARTESOL
. Speaker Travel
and
María Inés CarboneU de Jorrat
an
.. t••. ·h.lc···hfunded ranw . G·····
San Miguel de Tucumán
presentation of Interacttve CD ROM
•• •• •
the correction of students' written
Welcome to CD ROM World, Little Brace ' s
..•••
andencourngingwayofdealingwith
aU of them. The one on CD ROM
with Harcourt
• ••
• • •• • •••••••••••••••••••••••••••••••••••••••• •
••
attractive. I wish 1couId have attended
together
María Estela Allemand (Misiones) Ma. Inés C. de Jorrat (Tucumán) Claudia Mendoza (Salta) Ruth Ortega (Chaco) Selva Sondón (La Pampa) María José Lopez (Santa Fe)
entirely new world to me, that of computers in EFL teaching. Responding to student' s writing by
•••••••••••••••••• 6
!ill,!~~e
10th ARGENTINA TESOl CONVENTION ,"
August 16-17,1996 For further information contact ARTESOL MaipĂş'672 1006 - Buenos Aires, Argentina Tel: (541) 322-3855/4557/4971 Fax: (541) 322-2106/394-2979 E-mail: icana@arg.siscotel.com 7
l.'" Over
the last
After a great deal of consultation at
One issue that Ihe Board of Directors
individual and organizationallevels,
has struggled with over the last 2 1(2
the Board fashioned the foUowing
years concerns the role ofTESOL as
vis ion statement:
an international organization. sought
its motives
in
TESOL seeks to enhance the teaching
of English by working
wishing lO be seen as an international
intemationally
association of language educators,
within existing structures,
and to establish a realistic role for
both within
the TESOL
itself beyond North America.
world
beyond,
Questions
provide
visited
and revisited
and
educators
material
mean to say that TESOL
is an
opporturuties
have happened
international
What
The
of
services can TESOL provide that will
Directors has become more proactive
be useful and cost-effective? Should
to
in terms of policy formation
TESOL
establishmentofforums
if, to most
invisible within
changes TESOL.
some
to clarify
It has
include the foUowing: What does it
dramatic,
few years,
brought up lO date.
rnernbers, Board
and
organization?
target
its services
to
resources
. professional
to with and for
growth
and
renewal. TESOLalsoseeks .facilitate
the for
implementatíon, the organization has
individual members outside ofNorth
been placed
secure
America, or should it work through
English language policies
and the legal
the affiliates? Which areas of the
around the world thatreflect
world
TESOL'smission.
financial
on a more
footing,
framework organization
within operates
which
the
should
be targeted
immediate attention?
has been
Through
such forurns, TESOL will continued on page 10
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What is the difference between like and as?
• Comprehensive coverage • Summaries at the beginning of every chapter
When are superlatives used without the?
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• Guidance on usage and register • A chapter contrasting British and American English
Find the answers to these and many other language problems in
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Ideal for quick reference or in-depth study
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l¡. For turthar infonnation pisase conteet. Elena Dorado. Oxford Universrty Presa. Reconquista (1003) Buenos Aires. Argentina. 313 189311820/158/
for
developing and promoting
,& 1. l'
p.
8
frompage4
prior knowledge has been acquired
students may need to be let in on this
seven
in his native language and has been
well-kept secret.
focusing
shaped by his own cultural identity.
Students need to become aware of
intelligence.
Teachers
who do not share their
the fact that their prior knowledge is
intelligences identified in Gardner's
students' nativelanguage and cultural
a valuable tool for helping them learn
theory
identity must make a special effort to
new things. For example, when 1
intelligence,
uncover
prior
taught an ESL class for a couple of
bodily-kinesthetic
intelligence, interpersonal
their
students'
only
rather on
than
linguistic
The
other
six
are: logicat-mathemaĂźcal spatial
intelligence,
knowledge.
Often, students'
prior
days last month, one thing 1 wanted
musical intelligence.
knowledge
needs to be expressed
to find out was the degree to which
intelligence,
and intrapersonal
first in their native language before
students were aware of their teacher' s
intelligence.
For example, some of
the bridge can be made to English.
purpose in beginning new lessons
these intelligences could be accessed
So teachers can make certain lo elicit
with a brainstorming activity. This
in a content-based ESL or EFL class.
students' prior knowledge on a topic
was a class of 11- and 12- year-olds
W orking on a mathematics
through discussions, brainstorming,
in acontent-basedESLclassfocusing
problem can provide opportunities
semantic
and similar
on science. 1asked them, "Last week
for
activities in both the native language
your teacher asked you what you
mathematical
and English.
mapping,
students
with
word
logical-
intelligence to shine.
prior
already know about electricity -why
Students with spatial intelligence will
knowledge activities arean excellent
do you think she did that?" These
beespecialIy successful in visualizing
way to develop new vocabulary that
were some of their answers. "So we
information and in drawing diagrams
is both relevant to students'
own
could share ideas and learn from
and making graphic organizers
experiences and their future needs in
others." "So our teacher can know
represent wtiat is being learned in a
English.
what we already know, so she can
contentsubject. Students with bodily-
Students also need to be reminded
know what to teach." "So we can
kinesthetic
that they already know many things
learn more."
star
Incidentally,
intelligence
actors
to
will be the
in role
simulations,
that can be related to what they are
play s and
while students
with
Afeaningfullearning
musical inteIligence will find creative
remember an early research study in
When we ask students to think in
ways to use songs, chants, andraps to
now learning
.:Âť:
intelligences,
in English.
1 well
which we interviewed ESLstudents
English, we must be sure that they
enhance their language and content
and asked them if anything they had
have access
subject learning.
learned in school
thinking about. Trivial topics tend to
in their native
10
ideas and topics worth
lnteractive teaching and learning
countries helped them in school in
elicit superficial thinking. Learning
the US. Many students could give
activities
examples of both information
whether they are assigned by the
promotes both language Iearning and
skills learned in another language
teacher, developed collaboratively,
thinking. By interactive
that could be applied in their ESL
or chosen individually. One of the
mean teaching that involves ongoing
and
and
must be challenging,
Interactive
teaching
and learning teaching 1
many advantages of content-based
dialogues
particularly struck by one student's
language programs is that they bring
teaching
. answer to this question: "Why, no",
some of the important and interesting
shared and constructed rather than transmitted one way from teacher to
other
classes.
But
1 was
and inquiry.
1 mean
in which knowledge
is
he said, "Nothing 1learned in school
content topics from different subject
in my country is of any help here.
areas into the language classroom.
students. And 1mean teaching that is
You see, in my country, school was
Language in such programs is learned
coĂlaborative, in which students and
all in Spanish, and here it is all in
in the serviceofknowledge.
Content-
teachers work together to discover,
based
provide
create,
English." Andlrealized researchers
assume
thatalthough that transfer
between languages is a given, some
programs
opportunities
also
for acti vities
that
capitalize on all ofHoward Gardner' s
and
understanding
expand
their
and skills.
When
students are engaged in collaborati ve continued on page 12
9
8
frompage
-------,---
respect regional, national,
enjoys in the intemational area is due
and cultural distincti veness
to the hard work and dedication of
and autonomy while at the
the Field Services
same
Central Office. Its Director, Terry
time
promoting
\·>:'
1.
CONE
:.,
TESOL
1 1
.
.
. ..
1/·,··/:,
.
There are several things worth noting
a network of contacts, and a set of
in this policy statement. In the first
services
place,
functioning
TESOL
importance
...
.
..
. ,"..'.
at
O 'Donell, provides a reference point,
mutual understanding.
ISOtJTHERN r ..
Department
recognises
of working
the
with and
critica! of
to the effective TESOL
as an
intemational organization.
through existing structures. It has
If intemationalism
chosen to work at an institutional,
to flourish, then itis up to individuals,
within TESOL is
notan individuallevel. In so doing, it
institutions,
acknowledges the importance of its
North America to become proactive,
affiliates, and seeks to help them
to suggest
initiatives,
fulfill
prepared
to
their own missions
more
and affiliates
make
beyond
and to be positive
1C3.0NVENTION
effectively.
contributions themselves. In the past,
1
A second important implication of
ideas have languished, and potential
the direction that TESOL has chosen
initiatives have withered because of
to take in the intemational area is to
a tendency for groups to wait for
shift
r IU 1 1
1.
August 14-16,
the
TESOL to take the initiative. When
provision
of goods towards
the
individuals
away
provision of skills and services. It is
:.
·>}997
willing
and
ready
to provide
guidance, assistance, and support at
1 l·· 1 1 1 1
from
the focus
development of leadership skills, to build
.... ,:.
.
Paraguay .
networks,
and
initiate
professional development activities. Institution building, networking, and
1
professional
1,:::/.......
.
... :.".'..•
development
are the
rubrics under which TESOL seeks to
!':for::::~t!:~tac~l1!l¡ work.
Some of the initiatives
1
·'/::\:::1
r<Mary
. .1
1< PARATESOL
·1
beyond North America include the development
1> Presídent ,.... ··1 arrangements : Avenida España 352 :"., • ",: presence of
t Asunción, Paraguay ..·.
1
international
I Tél.: (S9,5~21r24831/ l·.'·'····· ··24772 I #:(595-21)26133<1 1 .... :':'..,,< .. 1 ·:.::H.··
1 I
mentoring
Fax
that have
already elevated the profile ofTESOL
LouiseBaez
question "Why doesn't TESOL do something?", my inevitableresponse is, "But wait -TESOL is you."
an institutional level lo help in the
Asunción, .
e:>
come to me with the
of
twinning
between affiliates, the Board
members
conferences,
at the
prograrn at the annual
convention, a new speakers bureau, and, last but not least, TESOL
1 1
l_·_.~::~::~·:~~·:[ )
institutes, which are held beyond the confines of North America. Much of the success that TESOL
10
David Nunan ·teaches at the University 01 Hong Kong and is a member 01 the TESOL Board 01 Directors. /
I
1996 R.eflective Teaching ·Jack Richards CALLand the Internet for language Teachers • Jeff Magoto Multiple Intelligences and leaming Styles • Mary Ann Christison Specially Oesigned Academic Instruction in English • Sharron Bassano Collaboration Between ESLand Mainstream Teachers • Linda New Levine Intercultural Awareness Janet Bennett
• Milton and
Look for rcgistration information in the February/March )lJlJ6 issue 01" TESOL Matters.
The Cambridge International Dictionary of English (ClDE) for learners o( English as a Foreign language (intermediate upwards) contains a wealth ol information to help students use and undmtand English confidently and accurately.
( O M P R E H E N SI V E • 100,000 words and phrases defined. examples illustrdte usage and context,
• More than 100,000
( LEAR •
Guide Words help differentiate immediate~ between serses of the same word. • Exceprional~ dear page layout • Grammatical poinn mys a((ompanied by an mmple . • A Phrase Index gives instant amss to 30,000 phrases and idioms.
IN TER N A TI O N AL· False Friend information for 16 different languages. of British, American and Australian En~ish. 1192pp HB o III 41lJ6 4 PB o III 48421 9 PY( liT Reprmnmive,
• Full (overage
o S21 48469 J
Hartha Frenkel de lrers, Par1guay 946 - 4' A, /051 Buenos Aires. Argentina. Iel and F•.•: (01) ns - 164B
CAMBRIDGE UNIVERSITY
•
PRESS
11
frompage
9
work they are developing the sixth of
ESL teacher who promotes thinking
Gardner's
and collaboration in her classroom,
seven
intelligences,
interpersonal intelltgence, whicb is characterized
by the ability
to
assigned a student teacher whose approach shecharaclerizes as: Chalk,
to others. The teacher should also be
talk, talk, drill, ask, regurgitate,
learning
experience.
review -a telling description of the transmission model of teaching. This
As an example, I offer you an e-mail
student
message
impervious to change. The students
that I received
from a
teacher
seems
to
be
coUeague in response ro my question,
are dismayed
"How do you promote thinking in
instructional approach, to the point
your classroom?"
that Ihey have begged my colleague,
This is what she
wrote:
by the change
in
"Miss, miss, this is so boring. Please, Hi Anna. I had some more thoughts on your question regarding a classroom of thinkers. Well, I told you about the question about the turtle's shell, didn't 1? The students wanted to know if and how a turtle' s shell grows. Upon further investigation (science teachers e-mailing me), 1 found out that indeed the shell does grow. As a matter of fact, you can tell a turtle' s age by counting the number of "age rings" on the shell.
miss, you have to talk to her ..."
Learnlng processes and strategies Participants
in
a
classroom
community ofthinkers quite naturally discuss
and analyze
their
own
thinking and approaches 10 learning. Teachers
can
development awareness
encourage
the Then 1asked the students to describe
of metacognitive by asking students
to
describe their thoughts, to explain how they found an answer, to share their own techniques for Iearning and remembering English. In addition to
WeU, it's questions like these that make
I'rn going to show you how 1 use SeJective Attention with something I'rn going to read that's irnportant for me to understand. The first thing 1 do is look inside the cover and read the description of the book. "Why are magnets magnetic"? 1 don't realJy know why magnets are magnetic -this is something 1 need to find out about in reading this book. 1can see another question coming, so Ibis must be important, So 1 used Selecti ve Attention 10 Iook at three important questions -things I'lJ need to Jearn about in this book. So this is how 1use SeJective Attention when I'rn trying to understand what I'rn reading.
so imagine her frustration at being
understand and respond effectively part of the collaborative
what 1 said:
for excellent
classroom
discourse. You had asked me if 1 didn 't mind relinquishing my role as experto ActualIy,
I think it is an
advantage sometimes
not to know
the right answer, because as a teacher 1 am in the (bad) habit of simply supplying it. This way, my students and 1investigate together and discuss possibilities.
What's
better than a
room full ofESL students discussing things -in English specially!! This example
of interactive
helping students become aware of the learning
strategies
they are
aIready using, teachers can show them how to use additionaJ strategies that can help them learn efficiently.
Learning
more
strategy
instruction needs to be quite explicit so that
students
can
become
consciousJ y aware of which strategies workbestforthem
fordifferentkinds
of tasks. A good way to get started on explicit strategies instruction is for the teacher to model the strategies.
and
collaborative teaching and learning contrasts sharply with the experience of another colleague. She is also an
For instance,
in the content-ESL
classes 1 taught recently, 1 modeled my own use of learning strategies 10 , preview a science trade book. This is
what they had observed, to teU why they thought 1 had approached the book in that fashion, and to think of other ways in which thcy could use this strategy. Another way to be explicit about Jearning strategies instruction is to letstudents experience the difference between using strategies for a task and not using stratĂŠgies for the same type of task. 1observed a high school Spanish effectively.
teacher
do
this
very
She had been teaching
her students a number of reading strategies for several months. Arnong the strategies she had taught, two seemed to be especialIy
useful in
improving students' comprehension and recall. These .were Selective Attention, in which students listed the words and ideas they considered most important
in a story,
and
Imagery, in which students had to coruinued nea page
12
draw pictures that would help them
evaluations in journals or learning
strengths, and weaknesses.
recall details of the story. In the class
logs, complete checklists, or answer
the kind of inteUigence thatempowers
I observed, one group ofstudents
open-ended questions such as: Two
students as learners.
was asked
things I learned this week are
In summary,
to wait
outside
the
. 1 feel
principIes
five that
This is
instructional can
provide
classroom for a few minutes. During
I had difficulty with
this time, the teacher assigned the
............. about my work this week.
opportunities
other groups to use either Selective
Adult or college students can write
community of thinkers in the EFL or
Attention or Imagery to help them
brief
ESL classroom are:
understand and remember the story
application of what they are learning
1. Activating
to be read. Then she had the first
to their lives outside of the language
knowledge.
group return to the classroom, and all
classroom.
the students
read
the story
in
reflection
papers
These
evaluation
on the
types of self-
activities help students
2. Providing
for
creating
students' meaningful
a
prior learning
tasks worth thinking about.
cooperative groups. Afterwards, the
understand themselves better and,
3. Teaching and learning interactively
teacher picked one student at random
when collected and reviewed over
and collaboratively.
from each group to retell the story.
time, are also helpful in providing
4. Sharing
The difference in the performance of
students with a picture of their own
strategies.
students who had used one of the two
growth. In this way, self evaluation
S. Asking students to evaluate their
strategies and the students who had
is helpful in developing the seventh
own motivations,
not been told to use strategies was so
of Gardner' s multiple intelligences -
learning.
dramatic
intrapersonal intelligence, defmed as
These principIes
strategy -deprived group protested
self-knowledge
complement
angrlIy, "I1's not fair -why wouldn't
one's
that one boy from the
own
and awareness
goals,
of
and teaching
strategies
point.
Self-evaluatioD Teachers evaluate students in many ways -through tests, observations,
thern- are found in
motivations,
continued nexi page
performance, and work sarnples. In addition to these types of assessments, students also need opportunities
lo
assess themselves. Upon completing a task, they need to reflect on their accomplishments.
ponder
any
problems they encountered and how they were sol ved. and assess the effectiveness of the strategies used. Self-evaluation will probably not take place unless the teacherprovides both time and structure
for it. Because
EDYTEX OFFERS A WIDE VARIETY OF:
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self-evaluation is personal, students
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generally prefer to do it individually .
ECHEVERRIA 4742 (1431) CAP. FEO. OR RECEIVE YOUR CALL AY:
rather than collaboratively.
Teachers
can ask students to record their self-
lEL./FAX: 523-1696/7009 13
and
-and others that
you let us use the strategies?" The teacher smiled. She had made her
learning
from page 13
several
current
instructional
classroom:
(ASCD).
frameworks orphilosophies that seek
1.Find out what your students already
Chamot,
A.U. & O'Malley,
to develop higher levels of thinking
know and think about the topic you
(1994).
The CALLA
in all students. Some examples are:
plan to teach.
Implementing
Jim
2. Ask students to describe their own
language learning approach. Read-
Cummins'
empowering
framework
for
minority' students: the
J.M.
handbook:
the cognuiveacademic
special techniques or strategies for
ing, MA: Addison/Wesley.
leaming and remembering.
Cummins, J. (1986). Empowering
Leaming Approach (CALLA), which
3. At the end of the lesson, provide
minority students: A framework for
Michael O'Malley and 1developed;
your students with an opportunity to
intervention.
the Strategic Teaching and Leaming
reflect on their own leaming and
Review, 56, 18-36.
framework developed by Beau Fly
motivations.
Gardner, H. (1993). Multiple intelii-
Jones, Anne-MariePalincsar,
1wish all of you many opportunities
gences: The theory in practice. New
to enjoy being part of the TESOL
York: Basic Books.
Cognitive
Ogle,
Academic
and
applications
Language
Eileen
Donna
Carr;
ando
of Howard Gardner's
multiple intelligences
Harvard Educational
community of thinkers.
theory, such
Anna Uhl Chamot is Associate Di-
as the instructional model developed
References
rector, National Foreign Language
by Thomas Armstrong.
Armstrong, T. (1994). Multiple in-
Resource Center, Georgetown Uni-
To conclude, 1would like to suggest
telligences in the classroom. Alex-
versity/CAL and Project Specialist,
three things that you can do next
andria, VA: Association for Super-
Arlington Public Schools.
week 10 promote thinking in your
vision and Curriculum Development
Argentina TESOL (ARTESOL) Mission Statement Argentina English Argentina •
TESOL
(ARTESOL)
as a foreign language
throughout
is to strengthen
the effective
teaching
and learning
of
Argentina:
TESOL:
supports and seeks to inspire those involved in English language teaching, administration
•
mission
provides
and management,
leadership
and direction
curriculum
and materials
through the dissemination
teacher education,
design, and research; and exchange
of information
and resources; •
establishes
and maintains
and its affiliates •
publishes
especially
TESOL
International
around the world;
a newsletter
professionals
links with similar associations,
and organizes
can share their concerns
conferences
that serve as forums
and achievements;
14
where EFL/ESL
FROMDfSERTTOSHOWER When at TESOL'9.3 in Atlanta we heard this expression, we thought we Argentine EFL teachers needed a shower too. We are finally taking one and this was c1early felt at ARTESOLand URlJn:)OL '95 Teaching in isolation is like being in a desert without a mirror to reflect your image and that one of your teaching. One day you look at yourself in a mirror and find out you don't look as neat and fresh as you thought you looked, your hair is long and tangled, your clothes are old fashioned and Iaded. your skin dry and wrinkled. Shocked and puzz1ed you crave for a shower. you look for someone to advise and help you untangle your hair, recommend the best shampoo, show you the latest hydrating skin treatment. But, there are no showers in the desert. Before it is too late. walk to the next oasis (i.e. TESOLConvention), your clothes and skin might have already started to fade. . That's what it is all about. Thanks TESOL. ARTESOL. URUTESOL for letting us share and grow together. Liliana y Patricia Orsi
n.
SAN ROMAN LIBRERIA
IF rOU ARE LOOlClNG FOR
o o
o
o o
COfIUD
UlUAlVU WFfUMBNTür
tttus
o
DIC'TlOHAAIU
*Libros *Inglés *Psicología *Pedagogía *Didácticos *Mercado de Pulgas
I'/DUJ$/CASSETnS MmODDLOGr
Find them at
Viamonte 2052-(1056)-Capital Phone:374-0014j0547-FaI:374-9351
3 de Febrero 990 771-2236 Capital Federal 15
The ESP instructor as a materials editor and writer by Julio GimĂŠnez Reprinted from TESOL Matters, AugustJ September 1995
writers, they will find that grading material s is not an easy task.
this problem is throug cooperative teaching.
Another benefit of using a textbook
3. Armed with the knowled
is recycling. Most good ESP textbooks inelude some recycling of
resulting from text analysis
the aspects presented in each unit in the form of further exercising or consolidation practice. In short, ESP instructors can select a textbook that will provide them with graded, recyclable materials. These are decisive factors to consider when choosing a textbook for an ESP. course.
When selecting materials for a course, ESP instructors usually face a serious problem because of the very nature ofESP. An analysis of each group of students will reveal their needs not only regarding learning strategies but also the materials they will need
Advantages ofTered by editing and writing materials. The idea of editing and writing material s may be intimidating, so some guidelines may be useful.
to work on. This needs analysis can mark the beginning of a never-ending quest by the instructor for relevant materials that meet such needs. Often ESP instructors decide on a boolc that at the end of the course did not meet the needs of the students for practical and economic reasons, instructors cannot possibly write their own materials
for each of their
classes. How, then, can ESP instructors strike a balance between the difficulty of finding a book that meets their students' needs and the lack of time to prepare their own materials for each class? Advantages ofTered by textbooks. One of the main advantages offered by textbooks is .that they present material that has been graded according to difficulty ,be it structural or lexical. Unless ESP instructors have ampleexperience
as materials
reading in the subject area E instructors are now ready to s editing authentic texts to be u in the class. For the purpose this article, editing mea simplifying texts that are rich content but too complex f beginning students understand. What instructo must remember is ro keep t message of the text intact, whi~ replacing comptex structures with simpler ones. lt is good practice to ask subject-matter teachers 10 read the edited text to see if the message is still
1. The first task ESP instructors wanting to edit materials should
accurate. The transi tion from a materials editor
do is to analyze as many instances of technical discourse
to a materials writer is not easy. But the experience gained through editing materials will guide the future writer
as possible. In this way they will be able to explore the basic linguistic features that characterize technical texts and determine how these features are used in technical discourse. The main features to be identified are: text structure, register, point of view, cohesive devices, grarnmatical structures, tenses, and lexical items. 2. Once instructors are well acquainted with the discourse of technical English, they will need some subject-matter knowledge of the field they are teaching. ESP instructors do not need lo 00 experts on the field, but gaining knowledge of the fundamentals of the subject is essentia1. One way 10 overcome
and provide much sound insight. The following is a list of some of the most relevant features to consider when writing ESP materials: 1.Linguistic features. What linguistic features of technical discourse will the passage inelude? WiII it include most of them or will it concentrate on just a few? 2. Subject matter. Will the content of the text be relevant lo the course and the needs of the students? Will it provide ground in further discussion? Will it be interesting and motivating to read? 3. Lexicalload. How much continued next page
16
~jL
~-"~~~-----------
_
vocabulary
load will the
students be able to take? How much will the cohesion
HARCOURT ~BRACE ESL/EFL
of the text help understand unfarniliar
words? Will a
glossary be neeessary?
presents
4. Length. How long will the text be? How far will
CHANTS AND ENCHANTMENT
the length of the text affeet students'
motivation
and
understanding? 5. Structural
complexity.
How complex should the textual and/or grarnmatical structure of the text be? 6. Exploitability.
How
exploitable
ESP
for
activities wiU the text be? Howmanypre-, postreading
while-,and
activities will
the text generate? Conclusion If ESP instructors adopt a textbook that will meet most of their students' needs, they will have time to learn how to adapt materials and then write their own.
By completing
their
textbook with their own materials, ESP instructors will make SUTethat very few, if any, of the students'
BIG~)
CHAtW'S
m
"G·¡~
B" .h." CHA ts "[III':'~'., ,:\\1'1'1\1. ~.o\ 11",,,,,, ~
needs will go unmet..
Carolyn Graham
Carolyn Graham
Julio Giménez is an ESP instructor and materials writer at lES (Instituto de Estudios Superiores) and at the National University 01 Córdoba, in Córdoba, Argentina.
10th ARTESOL CONVENTION ",
:.:",
,AUGUST 16-17, 1996 17
e
TECHTALK
----------Stepping into the Class of the Future Getting Trained
----------In our previous article we touched
suitable and flexible timetables and
of teachers to be held during the y
lowering anxiety are the first two
and prepare hands-on workshops f
targets you should aim at.
their co-workers
The first steps you can take in
material by themselves before th
this sense are to make it clear why
take their students to the compuĂ
you are introducing new technology
lab. They might also browse throu
in your institution and assure your
magazines or brochures and spotn
teachers that their training will be
software that may be useful to y
part
institution.
started. Wealso
of
their
professional
development,
Another
Computers can arouse
upon some basic issues on how lo get yourcomputerroom
to try the ne
a wide
variety of responses, from panic to
point to consider
whetherto havea person permanen in the computer Jab to
~~isl t
pointed out the need to get teachers
teachers who want lo work wuh
and students trained to use computers.
computers or to train teachers loco
What we intend to do now is
on their own. The latter seeros
to delve into what is needed
to be more appropnate. On tne
to get the computer
one hand it encourages teachers
room
to achieve a higher level of
working.
expertise, and on the other hand,
The best way to ensure the success of your program
it
is to gi ve teachers
convenient,
the
is
financially
more
since you do no
possibility to use the lab for
need to hire a lab assistant.
their
As
Besides, experience proves that
Elizabeth Hanson-Smith puts
having a full-time lab assistant
itinHow toset upa computer
does not result in either more
lab (l) "... one of the most
frequent or better use of the lab.
important ingredients for lab
As regards learners, their
own purposes.
computer
success'is the participation in and active 'ownership'
simultaneous with their actual use of
ofthe lab by
teachers." Teachers can use the lab to
enthusiasm, from contempt to fervor.
the computer
prepare handouts,
type their own
training should be
for their
From the beginning, make it clear
purposes.
plans, design activities and explore
that computers
familiar with computers while they
by themselves.
teachers, and not to replace them.
This would necessarily caIl for
are there to aid
Try to profit from those teachers
Learners
specific
are experimenting browsing,
should
get
on the tools,
typing,
navigating,
drawing, working on the activities,
some training. In your effort to train
who
teachers one of the first difficulties
computers. You will find that among
without having formal knowledge of
you may encounter comes from the
any number of teachers, there will
what they are doing. What we should
fact that most teachers will argue that
always be a few who would like to
bear in mind is that the main purpose
they do not "have time" to take up
join the project
of our class is to have our students
courses due to their tight schedules.
closely. Rely on those teachers to
pick up the language
At the same time, you should always
organize plans, design activities for
computer as a too1. The point here is
bear in mind that the mere suggestion
different
the
to make the acti vities challenging for
of the word "computers"
can give
material available. Have them arrange
those who can hardly use a computer
rise to anxiety.
offering
demonstrations for different groups
and interesting for those who "know
Hence,
are
eager
to work
with
and collaborate
courses
18
and adapt
having
a
a lot",
This
will
cause
group
interaction as students help each other
Dear readers,
to develop both their computer skills and their language proficiency. Even
We are sure SOITU! ofyou are experimenting wiJh computers. Why don't you share your success with other colleagues? Your ideas will be welcome and published in future
though different age groups react in different ways they will generally feel at ease as long as the teacher himself/herself
feels confident and
knows
to
how
transmit
issues in this section. Let us all know what's cooking out there.
that
confidence to his/her learners. Once teachers have experimented
Send your contributions to:
themselves the challenge involved in the use of this extremely powerful technology,
ARTESOL Newsletter
they will be. ready to
TECH TALK
lead their learners into the class of the future, where learning English
Maipú 672 (1006) Buenos Aires - Argentina
will mean discovering a new world. (1) Hanson-Smith,
Elizabeth
(1991). How lo set up a computer
•••••••••••••••••••••••••••••••••••
•
lab. Advice [or the beginner,
: 10th ARTESOL CONVENTION : AUGUST 16-17, 1996 •• ••••••••••••••••••••••••••••••••••••
Athlestan La Jolla, CA, USA M6nicaReggini,
AdrianaMartín and
Germán Warckmeister. ICANA Multimedia Room.
. .....•;' ..:
.:.:
• : : •• •
.
::... :....•
!Tel(~.4M show
.Río Cuart()·"taIks: teclittloo
iwmforgeJ~
me. aitd 1 may rememaer;
invotve nje and 1 ~Ii learn
",'
.
..
19
.
-
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",·:·,,·,·,::"'····:,:·<1 o.:
LIBRERIA RODRIGUEZoAo TRADITION EXCELLENCE QUALITY & SERVICE •
In
E.L.T
WE INVITE YOU TO VISIT OUR PREMISES AT:
HEAD OFFICE
FLORIDA BRANCH
Sarmiento 835 1041 Buenos Aires Tel. 326-3725/ 3826/3927 Fax: 326-1959
Florida 377 1005 Buenos Aires Tel. 325-4992/4993 Fax: 325-4992
AffiCGlENTINA 1flE§(Ü)IL 1l®Ü1hlANNlUAIL CC(Ü)NVlENTI(Ü)N CCAILIL IF(Ü)ffi IIDAffi1fIICCJIllDA 1fII(ü)N JD)lUl~JD)~llie~ JJlUllly 1l§9 1l~% ARGENTINA TESOL is an Argentine organization with broad interests. The convention is planned for professional development andprovides opportunities for social interaction among colleagues who share common interests. The program committee invites presentations dealing with elassroom practices, research in language leaming and 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, ineluding colleagues in related disciplines such as communication, education, linguistics, foreign languages, anthropology, sociology and psychology. Kinds of presentations: • Demonstration: Rather than describing or discussing, a demonstration shows a technique for teaching or testing. Normally the presenter's statement of the theory underlying the technique takes no more than five minutes. The rest of the time is used for showing, rather than telling. The abstract should include a brief statement of the presenter's central purpose and a description of what will be demonstrated (e.g. role playing) and how it will be done (e.g. some of the audience participating as students or an unrehearsed lesson with actual students). One hour. • Workshop: In a workshop, one or more leade.s work with a group, helping them either to solve a problem or to develop a specific teaching or research technique. There is very little lecturing by the leader(s), the emphasis is, rather, on the participant's activity which is carefully structured by the leader(s). The abstract should inelude a statement of the workshop's goal, a summary of the theoretical framework, and a precise description of the tasks to be performed during the workshop. Two hours. • Colloquium: A colloquium provides a forum for a group of scholars to discuss current pedagogical, political, or research issues in TESOL. Ideally, participants
exchange papers in advance and make formal responses to each other's presentations. In any case, both presentation and discussion, should be part of the session. Abstracts and proposals should inelude a description of the topic for the colloquium and the same name and affiliation of each of the invited participants. All colloquia will be open to non participating observers. Two hours. Presenter's Responsibilities: To write your proposal follow these stylistiCguidelines and include: 1) title, 2) a biographical statement, and 3) an abstract. # Title: choose a title that will be elear to the intended audience, and limit it to a maximum of nine words. Capitalize only the first word, proper nouns, and initials, do not put the title in quotation marks. Example: Music and movement for kindergarten and the primary grades. # Biographieal statement: In a maximum of 25 words, give your first name, family name, institutional affiliation and relevant activities or publications. Degrees are not normally listed, and titles such as professor are not capitalized. You can generally omit "currentIy". Example: J ane Dos, a specialist in curriculum deyelopment and composition, teaches ESL in Houston public junior high schools, (Not currentIy teaches ) (17 words). # Abstraet: Bear in mind that the abstract is
the first part of the proposal that the referees see. Because we have found that brevity helps people to crystallize their ideas, we ask that your abstracts be limited to 250 words. All proposals must arrive at ARGENTINA TE SOL, Maipú 672 (1006), Buenos Aires, Argentina by July 15, 1996 1
PARTICIPATEI
ARGENTINA TESOL 10th ANNUAL CONVENTION PROPOSAL FORM -Complete the ARTESOL '96 Proposal Fonn. This fonn must be typed. If you need additional space, attach a single sheet of white bond paper. ( Type the mailing address lo whom all correspondence should be sent)
( Name)
(Address)
(Home Phone#) .
(Office Phone #)
(Province)
(City)
(Zip code)
D Cheek here if not a member of ARGENTINA TESOL Pre senters (In ord erm. w hile h th ey sh ou Id be r1Sted) Family name. Other Name(s)
Title of Presentation
Institutional Affiliation
(9 Words)
T.ypeo f Secnon (h e ec k one ) Demonstration Workshop I Colloquium Surnmary (50 words maximum). Number of words in this surnmary: Abstraet: (250 words maximum) Biographieal statements (25' words per presenter, 100 words total)
(Country)
Librería LA COMERCIAL Imprenta - Librería Viamonte 709 1053 - Capital Federal Tel/Fax 326-4803/326-9228
A 3-levellnteractive
English Course for ages 9-12
Hands-on, interactive, and fun, My Friend:••helps students succeed with English. At each ofthe program's three levels, units introduce vocabulary, language functions, and grarnmatical structures sequentially and in meaningful contexts. Instruction in each ofthe fOUTlanguage skills is consistently combined with critical thinking skills and leaming strategies. Abundant reinforcement and review material en sures understanding. --
M Y fRJfNDS
Components
Leve I 1-2-3
Student Text Téacher's Edition Student Workbooks Audiocassettes
F.r more .nIonn •••• n••• n•••• :
-= ScottF oresman
A Division of HarperCollinsPublishers
Gabriela 8ertolini EducationaI Representative ArgentinanJruguay
e.e. n° 278 - Pilar (1629) Pcia. Buenos Aires Argentina Telefax: 0322-70452/665-7776