Summer 1998-1999

Page 1



Summer 1998 - 1999

ractical materials for multiple intelligences By Oya Buyukyavuz Reprintedfrom Materials Writers IS Column, rESOL Matters, August / September. 1998

Fortunately, the past decade has demonstrated to all of us that we possess a number of intelligences; some of these intelligences dorninate depending on our cultural setting or the environmental conditions that we are exposed to. In the past, we were made to believe that there were some blessed people that possessed intelligences like mathematical skills, verbal skills and so on. Today, we happily realize that all leamers possess a variety of intelligences ready for us to use. The theory of multiple intelligences is now very popular in some fie1ds of study, including our profession. Materials design is an important aspect of the profession. Just as painters need brushes and oils and musicians need inspiration, we language teachers cannot teach effectively without holding on to some teaching materials. . In this article, I show how we can use our imagination to create very simple, practical materials for our students, who possess a number of intelligences. Most of us have colorful magnets that remain stuck to the refrigerator door. These magnets can be very useful for students with visuallspatial intelligence. A collection of animal figures can provide an activity for 5th or 6th grade students , starting with the students talking about their favorite animals and the characteristics of these animals. Following this warm-up session, display the animal magnets on the whiteboard and ask your students to review the data you collected in the warm-up. Then have the students form pairs and give them a handout on which they are asked to categorize the animal s by their size, color country of origin, what areas they live in, what they eat, what they have in cornmon, and which animal farnily they belong to (that is, whether they are camivorous or herbivorous). This list can be ex

panded. When they are ready with their lists, elicit their answers and write them on the board. Then, to check comprehension, ask students whether they see any wrong information given in the lists on the board. In this part of the lesson, encourage cooperation among students by having them actively engage with the information collected. For instance, they might have placed a camivorous animal in the same category with the herbivorous animals. Get them to correct the information. This activity rnight be a warm-up preceding a unit on animals. As you can see, this activity rnight work well for number-smart (mathematical/logical intelligence) students by urging them to create categories through logical reasoning. In a second activity, the materials could be either personal photos, drawings, or cartoons without captions. This pair activity is suitable in 5th grade language courses. Whatever medium you choose, it is important to find pictures that tell a story with a beginning and an end. Use one set of drawings, photos, or cartoons for each pair or group. For 10 cartoons that tell one story, pass out the cartoons to each pair and ask them to look at the cartoons for a while, noticing any special details. Then ask them to put the cartoons in order so that they tell a story with a beginning and an end. To facilitate the activity, you rnight write an informativesentence on the cartoon that starts the story such as: "On a sunny day Hilary met Teresa ... " When each pair is done with their cartoons, they display them on the board and share their stories with the others. This activity rnight work well for number-smart students, who are good at categorization through logical reasoning, and spatial students, who like the "big picture". Sharing the story with the others at the board also appeals to word-smart (Continues on page 4)

Artesol Newsletter Summer 98






Contents page Practical material s for multiple intelligences


Flagstaff calling


Report on the IV Latín American ESP Colloquium


Challenge and Fun


ESP Interest Section





Claudina LoV alvo SECRETAR y

Graciela Cerutti TREASURER


Mabel Gallo Clara Muñiz Elida Messina Alej andra Pron Estela Gambelín Gabriela Castiñeira Gabriela Alemani Andrea Rapetti EXECUTIVE DIRECTOR

Study links teacher training to test score improvements in Japan 11 Books Don't Bite


ARTESOL Convention


Call For Participation


Are you getting ready for New York!!


TESOL Awards


ESTARI LlBr:<OS SRL sinónimo de excelencia y buen servicio en el mundo del inglés,


Mabel Gallo Vivian Morghen Claudina LoV alvo

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Argentina TESOL wishes to acknowledge and public1y thank ICANA which has made this publication possible. Argentina TESOL wishes to thank the following publishers and book dealers for their support: AMER Books, Cambridge University Press, Estari Libros, Simon & Schuster. Argentina TESOL (ARTESOL) Newsletter is published twice ayear (winter and surnmer).


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Artesol Newsletter Summer 98




By Mabel Chena 1 would like to start my first message to you by' expressing my most heartfelt gratitude to the wonderful professionals who served as board members of Argentina TESOL during their last term of office. Thanks to their support and dedication ARTESOL grew and became a highly qualified professional organization within our country and also gained recognition overseas. Now it is time for us to reflect upon our future, welcome new board members and thank all those who are devoting time and energy to help us shape this new growing organization. Since we encourage creativity, involvement and participation and we wish to infuse new life into ARTESOL we want all of our members to help us fulfill our mission, How can you help? By looking for new routes for professional development. Y ou, highly qualified dedicated teachers need to show commitment to our professional field. It is my hope that



. JoAnn Crandall, Past President of TESOL, WATESOL, and the American Association of Applied Linguistics, and confirmed keynote speaker at the Third Southem Cone TESOL Convention, has been granted the JAMES E. ALATIS AWARD FOR SERVICE TO TESOL. This is the highest award given by TESOL. The purpose of the award is to acknowledge outstanding and extended service by TESOL members at international, regional and locallevels. Quoting Ron Schwartz from the University of Maryland Baltimore County, where Jodi codirects the MA TESOL program: "Those who know and work with Jody agree that she more than fits all categories." Again congratulations to Jodi. ARTESOL is proud to have had you as a keynote speaker in the past, and the Southem Cone is anxiously waiting for you.

Artesol Newsletter Summer 98

every single comer of this beloved country as well as neighboring countries be represented at the Third Regional TESOL Southem Cone Conference to be held August 10 -14, 1999. Consider engaging in presentations, poster sessions or in our swap shop; yes you!! At this point 1 would like to draw your attention to the call for proposals. Remember: the deadline for submittal is May 30! To conclude 1 wish you the very best for this coming year and 1 hope your personal and professional dreams come true.


- -





(From pnge 1)

(linguistic/verbal intelligence) students as they are good at oral presentation. For this activity you rnight include wedding photos, which certainly tell a story from the beginning to the end, or a series of photos about growing up. A third activity makes use of free brochures like retail guides, locations of car dealers, and so on, which can be found in places where free public information services are provided. Cut the maps from any retail guide brochures you can find. These maps may show how to get to particular houses, apartments, condorninium complexes, businesses, hospitals, and doctor' s offices, for example. In pairs, students study the maps for a while. Then ask them to come up with written directions that match the map they have. (If the map doesn't have a "you are here" spot, add one to the map.) A twist to this activity rnight be to give the written directions and ask the leamers to draw a corresponding map. This activity works well with picture-smart (visual/spatial intelligence) students, who are good at finding their way and visualizing abstract information. You can use this a3 a warm-up before a lesson on directions.

, TESOl Academies

Conclusion. Materials in foreignlsecond language classroorns are central to effective language teaching. They are important tools that can create a special atmosphere. As language teachers, we should know how to tum simple objects into joyful teaching materials, using our imaginations and always keeping in mind that each of our students has their gifts to share and their way ofbeing smart. Oya Buyukynvus is a doctoral candidate in the Depnrtment 01 Foreign/Second Language Education at the Ohio Stnte Universi/y.

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Artesol Newsletter Summer 98


Viviana Cortes, aformer ARTESOL Board Member, writes dents also do a lot of in-class freewriting activities about her jirst impressions on her Ph. D. Program and and they react to the reading selections in their reacteaching position at Northern Arizona University. tion journals.

Moving to a new country, starting a new course of studies and getting a completely different new job may sound overwhelming to anyone. And it must have been overwhelming for me at the beginning. I must admit I am doing fme, though. Coming to a little town in the middle of the mountains, Flagstaff, Arizona, in the South Western area ofthe United States to start a Ph. D. Program in Applied Linguistics at Northern Arizona University (NAU) was undoubtedly the hardest decision I had to make in both my private life and my professional career. The doctoral program is tough, but I am used to hard work and it does not make such a big difference when 1 come to compare it to my Master's program (I took the MA in TESOL program that California State University, Los Angeles held at ICANA). The biggest challenge I had to face in my new place is my new teaching position. I am a Graduate Assistant in the Composition Department at NAU. I teach English 105: Critical Reading and Writing in the University Cornmunity. My students are native speakers of English, mostly freshmen and sophomores at the University from many different areas. This terrn., the Department designed the course around a topic that is very dear to the people here: The Environment. This topic becomes natural when you live in this place; the University is located on the Colorado Plateau, next to the San Francisco Peaks, surrounded by Aspen trees and Ponderosa pines. In order to arouse students' environmental perspective and interest, the course core reading material comes from two books: Desert Notes, River Notes by Barry Lopez and A Sense of Place, a collection of reading selections especially designed by the Department for our course. The writing section of the course consists of six assignments and the writing process is based on drafting and portfolio assessment. The assignments students are expected to write range from descriptions to rhetorical analysis, ending the course writing an extended essaybased on a course project. Stu-

Artesol Newsletter Summer 98

We have been through the first four assignments and it is amazing to see the way students' writing has improved, perhaps out of so much writing. However, their writing style has changed radically, what is still very difficult for me to explain. In spite of their improvement, many students still struggle to succeed in academic tasks. 1 will keep on working on this last issue, which strongly intrigue s me. Academic tasks are complete new territory to me and though I did not have the right tools to teach this course, as I come from an EFL teaching environment, even though some of it took place in an academic setting. Undergoing such dramatic changes in my career was not easy but I must admit I found the best people to guide me in this new field. Both the Director of the Composition Department, Dr. John Ackerrnan, and my mentor, Jeff Popko, guide new graduate assistants in a very thoughtful way, which allows us to grow professionally within the course boundaries but with very few limits to our creativity. The term is not over and many may think that the worst is yet to come,' but I can feel that most graduate assistants have built a solid basis that will allow us to teach the course more smoothly next semester. That's all from Flagstaff for the time being. Snow has covered the San Francisco Peaks and will soon cover the city streets. The end of the semester will face more students at NAU with many papers to write and final projects to finish. That will keep me busy too, longing for the Christrnas break.






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ESP COLLOQUIUM by Sue A. Spath Hirchsmann Research is a word mentioned almost daily. Why has it taken on such importance? Why do we feel pressed to carry out research? Why do we do research? Can we teach without doing research? These are pertinent and valid questions and the word stress seems to underlie each one as it is something different in our daily routine of teaching foreign languages in Argentina. However, the excitement which emerges from the thought of doing research is also real and important. What is research? It starts in each and every classroom with discovering a problem, posing question, and conflicting the situation. It continues with setting hypotheses and objectives, gathering information, organizing it into a coherent form, and then reporting it reliably and persuasively. It is finding an answer to a question. Not only must we find answers to our questions but we must also analyze critically other answers to similar questions and be able to detect advances and flaws or differences. There is no doubt that serious research clearly produces advances in the field, and definitely offers satisfaction when the hard work is done. In October, 1998 the VI Latin American ESP Colloquium took place at the National University of Catamarca, in Catamarca, Argentina. This colloquium is organized every two years at one of the universities in Latin America and it is a place for researchers working in the are a of English for Specific Purposes to read papers and discuss their conclusions with peers from universities from all over Latin America. When the conclusions of the research project are presented, the floor is open to debate and discussion of the results and the participants present usually offer options for further .research or pose questions that allow the researcher to further the questions for which answers continue to be sought. Papers ranging from genre analysis, reading development, text analysis, critical needs analysis in program design, lexical analysis, distance learning program conversion and development were presented by researchers representing universities in Argentina, Brazil, Chile, Colombia, Venezuela, England. The event had as its invited speaker DI. John M. Swales from the university of Michigan at Ann Arbor who gave a paper in which he announced a concern for the trend of Academic English growth endangering other national academic cultures and independent rhetorical traditions. In his specific analysis ofjust as used in academic speech he proposed the categorizations of minimizing (If you just do this- 74%), tem-

Artesol Newsletter Summer


poral (The paper's just arrived - 9%), emphasizing (1 just can't- 6%), particularizing (That's just the problem- 3%) and 9% for other or unclear contexts. He asked himself and the audience if the use of more informal style of academic writing is posing a threat or an opportunity for non-native speakers of English. His active and encouraging participation in the discussions of the papers read is to be cornmended, recognized, and thanked. John M. Swales coordinated a panel that discussed the present situation of ESP research and the results of the colloquium with panelists. Antonieta Cetant from Brazil, Francoise Salager-Meyer from Venezuela, Lidia Aguirre de Quevedo from Argentina, María Horcella from Chile, Mike Scholey from England. DI. Swales made the panel presentation interactive by requesting responses and comments from the audience after each presentation.


Sue A. Spath Hirchsmann Facultad de Filosofia y Letras Universidad de Buenos Aires The Thirty- Third Annual Convention and Exposition Teaehers of English to Speakers of Other Languages, Ine.

New York, New York

March 9-13, 1999 For more information please contad: TESOL Conventions Department, 1600 Cameron Street, Suite 300. Alexandria, Virginia 22314-2751 USA Telephone 703-836-0774 • Fax 703-836-7864 E-mail • http://www.tesol.eduJ




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Artesol Newsletter Summer 98




Challanga and Fun """-:::~"""'-~':;:';""-""~"""",o~

by Liliana and Patricia Orsi


English for Specific Purposes, ESP, has long been an international movement with great strengths in research and teaching in many parts of the world; it has also been the fastest growing Interest Section ofTESOL. We are part of a group of ESP professionals who believed that establishing an ESP Interest Section in Argentina would help identify teachers, collaborators, course designers, researchers and evaluators in the ESP field, and would also increase collaboration and networking among ESPers and other professionals in different fields whose objectives and needs very often overlap. Participating in TESOL International and being part of the Steering Board of its ESP IS for the last two years as Members-at- large (International reps in the EFL setting) has given us the chance to learn a lot and share ideas and projects with colleagues from all over the world. Their help was crucial when we first started planning an Interest Section in Argentina. We will always be grateful to Anne Lomperis and Bill Martin who shared with us the experience of setting up the first IS in Turkey. We would also like to thank Kay Westerfield, the first Chair and founder of the ESP IS of TESOL, Margaret van Naerssen, Thornas Orr , Judee Reel, Judy Gordon, Leslie Olsen, Liz England and the rest ofthe TESOL ESP group for their suggestions, support and encouragement. Motivated by all these people, and in the spirit of TESOL's statement of purpose, we took the initia-



tive and published a call for participation in the winter issue of the ARTESOL newsletter to see what response we rnight get. Well, here we are barely three months later with an Interest Section on its way, and about 80 people in our e-mail networking list. They are from all walks of the ESP field and from rnany different locations in Argentina such as Santa Fe, Cordoba, Catarnarca, Jujuy, Buenos Aires. This wonderful response clearly shows that there is a tremendous need and desire to participate and learn. We believe EFLI ESL teachers have somehow tried to be on the cutting edge, and have always looked for new ways to grow and innova te. Once again our colleagues see the need to collaborate and network, they do not know that the times of isolation are long gone and we need to bridge the acadernic, business and research settings. Since August 14th, 1998, our first meeting during the last day of this year's ARTESOL's Convention, we have had two more meetings and the results have been very rewarding indeed! A lot has been achieved in such a short period and we would like to share it all with you. The new Interest Section's Governing Rules have been drafted, an Interirn Board has been created and a petition has been written to be subrnitted for approval according to the procedures for setting up an Interest Section. Our statement of purpose coincides with the statement of purpose as established in the TESOL guidelines. Our second line includes ESP with an EFL setting.




l'/ .JT


Artesol Newsletter Summer 98

10 -14,1999

For more information, please contact: Phone #: (54-11) 4394-0110/ 4772-5104 E-mail: icana@bc\.edu.arl.secbelg@bc\ Fax #: (54-11) 4394-2979/4772-5104 MaipĂş 672 1006 Buenos Aires, Argentina



ARTESOL's English for Specific Purposes Interest Section exists to serve the needs of those teachers, program developers, consultants and researchers who are interested in the design and delivery of courses for individuals with identifiable acadernic and professional goals within an EFL setting in Argentina. These courses rnay be for students in specific graduate and undergraduate disciplines or for people working or preparing to work in business, industry, governrnent or other places of employrnent. The primary goals and activities of the interest section are to: ~ encourage the sharing of expertise and specialized curricula among ESP practitioners; ~ promote research into the spoken and written discourse involved in areas ofESP; ~ foster cornmunication between ESP researchers and practitioners; ~ provide a centralized forurn within ARTESOL for the exchange of inforrnation on ESP issues through colloquia, papers, demonstrations and discussion groups at the annual conference and though newsletters during the year; ~ foster the recognition of English for Specific Purposes language training as a professional/ acadernic discipline; ~ promote ethical and high professional standards of instruction, administration, and employrnent practices in ESP prograrns; ~ compile and maintain the Directory of ESP Professional Services which lists ESP professionals and the areas of ESP involvement to improve opportunities for networking; ~ identify persons within the ESP cornmunity who may serve as resources to others; ~ advocate for the professional concems of the members and the individuals. The members teach/train; mentor, advise, and train members with regard to conference proposals, publications, and professional concems; ~ represent the needs and concems of ESP professionals to the ARTE SOL membership, and ARTESOL's Executive Board, TESOL's ESP 1S and TESOL's Central Office; ~ ensure viability and cornmunity of ARTESOL by training and encouraging practitioners in ESP-1S to become officers; and ~ cooperate with other organizations addressing the needs of ESP leamers in orther to achieve common goals.

Artesol Newsletter Summer 98

The officers in the Interim Board will be confmned during the next convention (August 10-14, 1999) where members will vote during the open meeting the ESP 1S will hold every year. The date of call for nominations for the next steering board will be announced according to goveming rules. Governing mies are available to all members that wish to read them. It is critical that the membership of the Steering Board represent the range of ESP areas present in the ESP-1S AR, i.e. EAP, for specific graduate and undergraduate disciplines; EOPIEPP, for specific professions and occupations and ERP for specific research carried out in the field. The member at large or laison will be responsible for the networking with colleges throughout Argentina and Southem Cone countries. The representatives from each ESP area shall be voted into office by the general membership and hold office for two years with two members elected each year to provide staggered terrns and, thus, continuity on the Board. MEET



Co-chairs: Liliana OrsiIPatricia Orsi Chair elect: vacant EAP: Ana M. Rocca (English for Acadernic Purposes Rep) ERP: Sue Hirschman (ESP for Research Purpose Rep) EPPIEOP: Maria E. Levalle (English for Professional/ Occupational Purposes Rep) Treasurer: Susana Trabaldo Archivist: Mercedes Rossetti Secretary: Stella Saubidet Liason: Elida Messina (perhaps we will eventually have representatives

in the provinces, different areas)

Editor at large: Patricia Wemer. (She s now moving to Madison, Wisconsin and will be helping and supporting us from the US). How CAN YOU PARTICIPATE? vi' Finding evidence of ESP artic1es in TESOU ARTESOL publications. vi' Gathering signatures ofTESOUARTESOL members to sign the petition formo vi' Becorning an ARTESOL Member if you are not one and signing the petition if you haven't done it (Continues on page 12)


tudy links teacher training to test score improvements in Japan. by Bo Arbogast and Monica Hemingway. Reprinted from Teacher Ed. IS. Column TESOL Matters, August /September, /998

The training background that professionals in our field bring to the c1assroom varies from little preparation to advanced university degrees. Though cornmon sense might tell us that teacher effectiveness improves with further training, there is little evidence to quantify this relationship. In an age when adrninistrators, taxpayers, and politicians reasonably expect "value-added" English instruction, proficiency testing has come to play an increasingly important roleo A recent Chauncey Group International study conducted by R. F. Boldt and S. J. Ross addressed the training background of teachers in the context of companies and English language institutions in Japan. The results have implications for many ESL / EFL settings. Researchers employed the TOEIC (Test of English for International Cornmunication) to obtain data from more than 4,000 students enrolled in language programs in 23 Japanese companies and institutions. Teachers in the study had a bachelors degree, a master' s degree, in-house training, or a teaching certificate. Scores on the TOEIC taken prior to and following

language courses revealed that students of teachers in the latter two groups improved considerably more than the students of teachers with only a bachelors or masters degree. For example, when the teacher had a teaching certificate, students improved an average of 35 points more on the TOEIC compared to students of other teachers. This improvement remained constant regardless of the types of materials used in the c1assroom, the size of the c1ass, or the objectives ofthe language courses. The authors of the study concede that factors such as student motivation and teaching methods could not be sufficiently addressed in the data. Although the findings of this study do not necessarily surprise the seasoned teacher, they do raise provocative questions about the use of an instrurnent like the TOEIC to assess the impact of teacher training on language programs. Teachers and program adrninistrators ultirnately need to examine this kind of data to make their own judgments about the relative efficacy of teacher backgrounds and pedagogical approaches. As the demand for more "bang for the buck" increases, however, this kind of research can enable us to make much more informed judgments. For copies of the full study please contact Monica Hemingway, PhD, Research manager, TOEIC Service International, Research Publications, The Chauncey Group International, 664 Rosedale Rd., Princeton, NJ 08540. E-mail toeic@chauncey. com. 80 Arboga is a test developer for the TOEIC program at The Chauncey Group lnternational. Monica Hemingway is a research manager at TOEIC Service lnternational in Princeton. NewJersey.

We are proud to announce the two Southern Cone Keynote Speakers: Jodi Crandall is Kathy Bailey is professor of education, co professor of Applied Lindirector of the MA proguistics at the Monterrey gram in ESOL / Bilingual Institute of International Education, and director of Studies. Her professional the interdisciplinary Docinterests inc1ude teacher toral Program in Laneducation, language asguage, Literacy, and Culsessment, second lanture at the University of guage acquisition, and Maryland, Baltimore language c1assroom recounty. She is past presisearch. She is current dent ofTESOL, WATESOL and the American Assopresident ofTESOL. ciation of Applied Linguistics.

Artesol Newsletter Summer 98




already. ,/ Helping identify persons within the ESP cornrnunity who may serve as resources to others. ,/ Sharing your expertise writing contributions for the ESP Newsletter and the ESP colurnn in TESOL Matters, Anything big or small that you'd like to share with peers. Submissions to: Judee Ree1, editor of ESP News or ,/ Presenting at ARTESOLfTESOL conventions. Feel free to ask questions and or send suggestions, this is about participation and there will be room for all those that agree with our Statement of Purpose and want toshare and grow in the profession. Join the challenge and fun! .Liliana Orsi Patricia Orsi Member-at-Iarge ESP IS TESOL Intemational Co-chairs Interim Board ESP IS AR Telefax: (54-11) 4243-6570

Artesol Newsletter Summer 98


The undersigned, members of ARTESOLl TESOL, ESP practitioners, program developers, consultants and researchers, interested in the design and delivery of courses for individuals with identifiable academic and professional goals wish to establish an ESP IS in Argentina. The prirnary goals and activities of this Interest Section will be:

* Encourage sharing expertise and specialized curricula among ESP practitioners. * Foster cornrnunication between ESP practitioners and researchers * Promote research into the spoken and written discourse involved in ESP areas * Provide a centralized forum within TESOL for the exchange of inforrnation on ESP issues * Foster the recognition of ESP language training as a professional/academic discipline * Promote ethical and high professional standards of instruction, administration and employrnent practices in ESP prograrns * Identify persons within the ESP community who may serve as resources to others * Advocate for the professional concems of the members and the individuals they teach/train * Mentor, advice and train members with regards to professional concems * Represent the needs and concems of ESP professionals * Ensure viability and continuity of ARTESOL by training and encouraging practitioners in ESP-IS to become officers * Cooperate with other organizations addressing the needs of ESP leamers in order to achieve cornrnon goals .


THIRD ~ Argentina TESOL





Phone #: Fax #:

10 -14, 1999

For more information, please contact: (54-11) 4394-0110/4772-5104 E-mail: (54-11) 4394-2979/4772-5104 E-mail: MaipĂş 672 1006 Buenos Aires Argentina

Artesol Newsletter Summer 98




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Artesol Newsletter Summer 98


_TSLr -------'~____'",_ J,

Books don't bite How to help students read for pleasure by MarĂ­a Laura Rossi The question of how to encourage students to read for pleasure has been present in aIl my years as an EFL teacher. With that idea in rnind, together with the desire to develop independent and critical readers 1 started working on this project. Books Don't Bite, was initiated as part of the activities of an Ll language class at "Lenguas Modernas", a new private school in Olavarria, a medium-sized town in the centre of the province of Buenos Aires, Argentina. It soon became an institutional project as teachers saw how children got engaged in it and how successful it pro ved to be. As Co-ordinator of the English Departrnent 1 felt 1 could perfectly adapt it to fit the needs ofEFL. BasicaIly, the project consists in having students read as many readers as learners are in the classroom, by assigning each of them a book to be read in a set period of time, outside of class. On swap-day learners exchange books and complete the swapchart. By the end of the project, each student wiIl have read aIl of the books assigned to the group. Though the aims of the project rnight seem ambitious at first sight, they have proved easy to achieve. The main goals and objectives are: * to develop independent and critical readers. * to foster reading skills in students so that they can cope with more sophisticated texts. * to encourage students to read for pleasure and to enjoy reading * to increase students ' reading efficiency. * to enhance students' self-esteem and confidence. * to help students discover the

Artesol Newsletter Summer 98

pleasure of reading by developing reading strategies so that they can deal with texts more efficiently: quickly, appropriately and skillfuIly. * and finaIly, to help them assess and evaluate criticaIly any reading material. Books don't bite can be used as a supplementary or complementary project to any existing curriculum or any reading programo It can also be very enriching if it is re-designed as a crosscurricular project, especiaIly in bilingual schools, or adopted as an optional extracurricular workshop for students who are keen on literature. During the workshop at the ARTESOL Conference on August 14-15 we analyzed the two main phases, which can be further subdivided into various stages: in class reading and home reading. 1st. Stage: engaging in the project we shared ideas on which areas or subjects teachers could be involved if we want to make it a cross-curricular or interdisciplinary project. Getting the class interested is crucial in the 2nd. Stage: Getting ready. We have to focus students attention on the main objectives and we have to let them take part in the selection process by means of open-selection techniques (brainstorming, questionnaires, surveys, booktalks, book displays, book lists). The 3rd. Stage, the choice o/ material, implies a careful selection. The decision can be the teacher's, the students or the institution's. The criteria for selection can take into account * Students and their interests, needs, level, ages, likes and dis-

likes as well as the group dynamics and enthusiasm: * Books / readers, their availability, difficulty, relevance, length and whether they are affordable * Teachers' interests and needs * Institutional aims and philosophy Once the selection is over, students may provide other personal or group aims, i.e. they can negotiate. Even _though the basic points should not be negotiable, teachers and students may agree on: * length of time to read * use of material for consultation (bilingual/monolingual dictionaries) * handing books and book care * establishing a swap-day * penalties to 'lazy reader' Getting the material: students can buy readers, they can get them from the school library, or they can just swap them. Objectives, dates and penalties being established, and books being distributed, children make charts and pin them up in their classrooms as a rerninder. Charts or posters should rernind . themof: * Time allowed to retum and pass on the book * Swap-Chart * Penalties for lazy readers * Swap-day During the 4th stage, sharing and enjoying there is not much evidence that the project is being carried out. There is no indication of the internal process taking place in each child. The Swap-day and the completion of the swap-chart is a good reference point to provide students with sense of achievement. (Continued

on page 18)


ARTESOL COntact MembetS 1998 Lidia de Devalle Lamadrid 2853 74000lavarría Ph # 02284-421214

',1 I

Diana Charo Yrigoyen 886 7150 Ayacucho Ph / Fax # 02296-452053 Vivian Gonzalez / Rosana Glatigny ACRICANA Escalada 1567/71 9000 Como doro Rivadavia Ph # 0297-4466311 Fax # 0297-446631/4473956 María Pinzani de Ocho a I1CANA Fructuoso Rivera 35 5000 Nueva Córdoba Ph #0351-4680764 María Inés Fenes ALICANA San Martín 3134 5to. "1" 3000 Santa Fe Ph # 0342-4531347 Marta Neme de Sosa ASICANA 24 de Septiembre 382 4200 Santiago del Estero Ph # 0385-4213653 Fax # 0385-4215795 Victoria Hannawy Randquist ISICANA Santiago del Estero 865 4400 Salta Ph / Fax # 0387-4314040 E-mail:

Carmen Rodríguez Mariani Río Dulce 1167 8300 Neuquén Ph / Fax #: 0299-4434854 E-mail: Graciela Conocente AMICANA Chile 985/7 5500 Mendoza Ph # 0261-4298702 Estela G. De Gómez 25 de Mayo 225 3100 Paraná Ph / Fax # 0343-4220259 Cristina P. De Gonzalez IPICANA Lisandro de la Torre 674 6300 Santa Rosa Ph / Fax # 02954-453356



10 -14, 1999

BUENOS AIRES ARGENTINA For further information contact Argentina TESOL

(54-11) 4322-3855/4394-0996 (54-11) 4772-5104


Artesol Newsletter Summer 98


c~~~~~~~ ••••• ~~~~~~ •••••• ~~••~~~~~~~~~~ ••~*C


i i



: by Gabriela Alemani & Andrea Rapetti


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C~~~~~~~~~~~~~~~~~~•••~••~~••~~~~~~~~~~~~~*C The twelfth Argentina TESOL Convention held August 14 - 15, 1998, brought together over 100 teachers from a11 over the country as we11 as from abroad. Their interests covered a great variey of areas: Primary and Secondary Schools, Acadernic English, English for Specific Purposes (ESP), and Teacher Education. We are happy to say that plenaries, concurrent sessions and cornmercial presentations at one point or another addressed every one of these interests. ARTESOL '98 plenary sessions were in charge of Ron Schwartz, a specialist in ESOL and Co-Director of the ESOLlBilingual M.A. Program at the University of Maryland, Baltimore County, UMBC. Ron delighted his audience with three presentations. In The Role of English as an International Language, he analyzed the demands that the "new" global economy has placed on EFL prograrns throughout the world. In Teaching for Proficiency, and EFL Teacher Education, he dealt with the problerns that Non-Native Speaking (NNS) teachers have to face when they use the cornmunicative approach; and in EFL Teacher Education: New Needs and New Demands, he focused on the specific needs of NNS teachers of English, and suggested models for improvement of pre - and in- service teacher education prograrns. We are particularly thankful to Ron Schwartz for his concern and dedication to teachers in the EFL setting. We are extremely happy to say that the number of proposals for our Concurrent Sessions is steadily increasing year after year. This time we were able to accornmodate eleven sessions conducted by an enthusiastic group ofprofessionals who devoted a lot of time and energy to share their professional experiences with their co11eagues. These sessions encompassed a wide variety of ESOL issues. There were four workshops on the development of language ski11s:Expository Texts: Focus on Classroom Reading Procedures by Gabriela Castiñeira and Patricia Lastiri, Cooperative Writing in Groups and Self-

Artesol Newsletter Summer 98

Evaluation by Melina Porto, Books Don 't Bite by Maria Laura Rossi, and Predictable Phonological Difficulties Can Help Teachers Improve Students' Performance by Patricia Abreu, Selva Sandonato , Marisa Lopez, and Nora Vitale. The topic of motivation was addressed by Marta García Lorea in Creating a Positive Group Atmosphere in the EFL Classroom, as we11 as by Monica Aparicio in All Work and No Play Makes Jack aDull Boy. Estela Gambelín in The Learning Brain, and Susana Villalba in Use and Enjoy Brain Compatible Resources to Increase Learning dealt with the intriguing topic of language acquisition. The field ofTeacher Education was addressed by Gloria Gil in her workshop Experiencing Classroom Observation. And last but definitely not least, Alejandra Pron and Monica Szpak ir their Literature-Based Thematic Units: Engli» across the Curriculum focused on curriculum dev. opment. Perhaps one of the greatest attractions COI ventions offer is access to the latest teaching maten als in the field. This was rnade possible by the collaboration of the many publishers and book dealers who displayed their latest titles, contributed with different kinds of donations for participants, conducted cornmercial presentations and co11aborated with the Convention Book and the ARTESOL Newsletter. A big thank goes to ACME, Addison WesleylLongman, B.A. Producciones, Cambridge University Press, Edytex, Heinemann, Heinle & Heinle, Innovations, Librería Rodríguez, Oxford University Press, Scholastic, Simon & Schuster, and Stratford Book Services. This rich acadernic agenda was enhanced by the glamorous framework that Buenos Aires city offered to a11those who traveled long distances hoping to "make it" here in the "big apple" of the Southern hernisphere. Fortunately, if we are to judge by the feedback given in the evaluation sheets, the event carne up to everybody's expectations. So much for ARTESOL '98. Now let's gather up steam and get started right now to prepare the Third Regional TESOL Conference coming up August 10 -14, 1999. We are looking forward to your participation and are counting on your valuable contributions!!!


(From page /5)

SWAP-CHART As soon as the exchange is finished and the chart completed, students cari realise their own performance in the project. At the final stage, the 5th. Stage: Assessment and Criticism there should be integration of material, choosing the most attractive reader, creating a data Reader






María Laura Rossi is an EFL teacher and teacher trainer in charge of conducting teacher training prograrns in private and state institutions. She has presented workshops in national and intemational FAAPI, TESOL and IATEFL conferences in Argentina, Brazil.Paraguay, SA and England. She is currently involved in an MA in Education at the University ofBath.


Student Agustín


María Julia



María Ignacia






x x

x x

x x

Guillermo base, debates, role-playing, designing a selfevaluation portfolio where the students can document their personal and individual growth are just some of the many procedures we can use during this stage. A final sense of achievement is accomplished ESP TESOL Publications new title, when students are able to present the project to othNew Ways Series ers, thus getting public recognition for their effort. To conc1ude, I would like to stress the fact that the results of the project applied to English as a New Ways in English for Specific Purposes foreign language in our school have be en greatly rewarding: students have become more efficient readPeter Master and Donna M. Brinton, Editors meet ers and have discovered that reading can also be a the specific needs of professionals leaming English pleasant experience. Teachers, on the other hand with New Ways in English for Specific Purposes. have found that students have succeeded in other asT~is volume ofthe easy-to-use New Ways series ofpects, beneficiál for their learning: they have enfers nearly 100 activities. These contributions larged their 'vocabulary, they have practiced and from every continent on the globe - are useful for leamt structures in meaningful contexts, and they teaching English to lawyers, engineers, doctors, stuhave become more enthusiastic and naturally motidents, scientists, designers, artists, factory workers, vated during language classes. and other leamers with focused language goals. This I think the project is worth the effort and the volume draws heavily on content - and task - based time. There is an additional flow of positive energy syllabi, although some activities make use of gramin the language c1assroom that enhances the whole matical, notional-functional, and rhetorical syllabi. teaching and learning process. I believe this is what A detailed Users' Guide makes locating the approworkshop participants also felt. I hope they can put priate activity for your leamers easier than ever. this project into practice as soon as they retum to Search by subject area (e.g., English for business their own environments, and I will be looking forand economics) or by form of cornmunication (e.g., ward to their feedback, so that Books don 't Bite may presentations). be able to grow. 337pp., ISBN 0-939791-49-8. $29.95 (member $24.95)

Artesol Newsletter Summer 98


rESOL rHIRD REGIONAL SOUTHERN CONE CONFERENCE AUGUST 10 -14,1999 CALL FOR PARTICIPATION DUE DATE: MAY 30TH, 1999 ARGE TINA TESOL is an Argentine organization and affiliation of eaeh of the invited partieipants. AIl with broad interests. The eonvention is planned for eolloquia will be open to non partieipating observers. professional development and provides opportunities lh 30m. for social interaetion among eolleagues who share'" POSTER SESSION: eornmon interests. The program eornmittee invites A poster session allows for informal diseussion with presentations dealing with classroom praetiees, re- partieipants during the time that a self-explanatory seareh in language leaming and teaehing, or the eon- exhibit is presented on a large display board neetion between the two. We welcome proposals (Dimensions: 1.50 x 1m.); it includes a title, the from teaehers, teaehers in preparation, graduate stu- name and institutional affiliation of the presenter (s), dents, researehers, program administrators and mate- and a brief text with clearly labeled photos, drawings, rials and eurrieulum developers, including eolleagues graphs, or eharts. Presenters must be available for in related disciplines sueh as eornmunieation, eduea- diseussion. tion, linguisties, foreign languages, anthropology, so- The hour before the session is reserved for setting up eiology and psyehology. the exhibit and the hour after for its dismantling. Ih.30m. KINDS




Rather than deseribing or diseussing, a demonstration shows a teehnique for teaehing or testing. Normally the presenter's statement of the theory underlying the teehnique takes no more than five minutes. The rest of the time is used for showing, rather than telling. The abstraet should include a brief statement of the presenter's central purpose and a deseription of what will be demonstrated (e.g. role playing) and how it will be done (e.g. some of the audienee partieipating as students or an unrehearsed lesson with actual students). lh 30m. ..,


In a workshop, one or more leaders work with a group, helping them either to solve a problem or to develop speeifie teaehing or researeh teehnique. There is very little leeturing by the leader (s), the emphasis is, rather, on the partieipant's aetivity whieh is earefully struetured by the leader (s). The abstraet should include a statement of the workshop's goal, a surnmary ofthe theoretieal framework, and a precise deseription of the tasks to be performed during the workshop. lh 30m. ..,


Send 1 eopy ofyour lesson plan before May 30th and bring 20 copies of that plan to the Convention. In exehange you will reeeive an adrnittanee ticket that will allow you to enter the swap shop. Your heading should include a lesson title, your name, and sehool or programo STEPS IN SUBMITTING THE PROPOSALS Submission steps for Demonstrations, W orkshops, Colloquia and Poster Sessions. (1)Complete the attaehed Proposal Form using either the form itself or a photoeopy. One requirement of the proposal form is to provide an abstraer that will appear in the program book, alphabetized under the first presenter's last name, ifthe proposal is aeeepted. The abstraet helps eonvention partieipants decide whieh presentations will be most appropriate to their eoneerns. and needs. The abstraet should adhere to the following guidelines:

Abstraet guidelines (a) (b)


A eolloquium provides a forum for a group of seholars to diseuss eurrent pedagogieal, politieal, or re- (e) seareh issues in TESOL. Ideally, partieipants exehange papers in advanee and make formal responses (d) to eaeh other's presentations. In any case, both pres- (e) entation and diseussion, should be part of the session. Abstraets and proposals should include a deseription of the topie for the eolloquium and the same name

Artesol Newsletter Summer 98


It should not exeeed 50 words. It should be written in the third person, future tense ("The presenter will begin by ... And she will then ..."). It should avoid all referenees to published works. It should be earefully.edited and proofread. It should be written to draw the most appropriate audienee to presentation. Continued on ne.xt page


TESOL THIRD REGIONAL SOUTHERN CONE CONFERENCE AUGUST 10 -14, 1999 CALL FOR PARTICIPATION DUE DATE: MAY 30TH, 1999 ARGENTINA TESOL is an Argentine organization with broad interests. The convention is planned for professional development and provides opportunities for social interaction among colleagues who share cornmon interests. The program cornmittee invites presentations dealing with classroom 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, including coIleagues in related disciplines such as cornmunication, education, linguistics, foreign languages, anthropology, sociology and psychology. KINDS


DEMONSTRATION: Rather than describing or discussing, a demonstration shows a technique for teaching or testing. NormaIly 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 wiIl be demonstrated (e.g. role playing) and how it wiIl be done (e.g. some of the audience participating as students or an unrehearsed lesson with actual students). 1h 30m. 01 WORKSHOP: In a workshop, one or more leaders work with a group, helping them either to solve a problem or to develop 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 carefuIly structured by the leader (s). The abstract should include a statement of the workshop's goal, a sumrnary ofthe theoretical framework, and a precise description of the tasks to be performed during the workshop. 1h 30m. 01 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 include a description of the topic for the colloquium and the same name 01

Artesol Newsletter Summer 98

and affiliation of each of the invited participants. AIl colloquia will be open to non participating observers. 1h 30m. 01 POSTER SESSION: A poster session aIlows for informal discussion with participants during the time that a self-explanatory exhibit is presented on a large display board (Dimensions: 1.50 x 1m.); it includes a title, the name and institutional affiliation of the presenter (s), and a brief text with clearly labeled photos, drawings, graphs, or charts.路 Presenters must be available for discussion. The hour before the session is reserved for setting up the exhibit and the hour after for its disrnantling. 1h.30m. 01 Sw AP SHOP: Send 1 copy of your lesson plan before May 30th and bring 20 copies of that plan to the Convention. In exchange you will receive an admittance ticket that will allow you to enter the swap shop. Your heading should include a lesson title, your name, and school or programo STEPS IN SUBMITTING THE PROPOSALS Submission steps for Demonstrations, W orkshops, Colloquia and Pos ter Sessions. (l)Complete the attached Proposal Form using either the form itself or a photocopy. One requirement of the proposal form is to provide an abstract that will appear in the program book, alphabetized under the first presenter' s last name, if the proposal is accepted. The abstract helps convention participants decide which presentations wiIl be most appropriate to their concerns. and needs. The abstract should adhere to the foIlowing guidelines: Abstraet guidelines (a) It should not exceed 50 words. (b) It should be written in the third person, future tense ("The presenter wiIl begin by ... And she wiIl then ..."). (e) It should avoid aIl references to published works. (d) It should be carefully. edited and proofread. (e) It should be written to draw the most appropriate audience to presentation. Continued on next page


Sample Abstraet "The SPEAK Test is administered widely across the US to prospective graduate teaching assistants. Regardless of the score required for passing, American students frequently complain about foreign TAs. What are the parameters of intelligibility? Results from a statistically analyzed randomized sample will attempt to answer that and other questions" ..

do not put the title in quotation marks. Example: Music and movement for kindergarten and the primary grades.


All proposals

Biographical Statement In a maximum of 25 words, give your first name, family name, institutional affiliation, and relevant activities or publications. Degrees are normally listed, and titles such as professor are not capitalized. You (2)Prepare two copies of the proposal formo Be sure can generally omit "currently", Example: you have a third copy for yourself. Jane Doe, a specialist in curriculum development and (3)Prepare a one-page summary of the presentation composition, teaches ESL in Houston public junior content. This proposal surnmary is the only part of high schools. (Not currently teaches) (17 words). the proposal seen by the referees; it does not appear in the program book.

(a) (b)




must arrive at Argentina


Maipú 672 (1006) Buenos Aires, Argentina by May DEMONSTRATION:central purpose and descrip- 30th. 1999. Ph. #: 54-11-4394-0110/54-11-4772tion ofwhat will be demonstrated.. 5104/ Fax # 54-11-4394-2979/4772-5104. WORKSHOP: statement of goal, synopsis o f the E-mail: theoretical framework, precise description of tasks to be performed. COLLOQUIUM: synopsis of issue (s) to be di scussed, brief schedule of the presentations and discussion time. POSTER SESSION: main ideas to be presented and description of the visual display

Summary Guidelines (a) It is limited to one typed 8 1/2" x 11" inch (21.5 x 28 cm) page. Summaries longer than one page will be disqualified. (b) The typing is double-spaced, dark, and readable. (c) The presentation's purpose and point of view are elearly stated. (d) Supporting details and examples are ineluded. (e) Familiarity with current practices and/or research is evident. (f) The best format (e.g., paper, demonstration, etc.) has been selected. (g) The presentation ineludes use of a variety of techniques (e.g., activities, visuals, etc.) (h) The material outlined can be covered in the allotted time. (i) The contents have been carefully edited and proofread. (4)On the proposal summary, put the following in the upper left comer: 1. Type of presentation (i.e. Demonstration, workshop, colloquium, and pos ter session), 2. Audiovisual equipment needed, and 3. Title. 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,

Artesol Newsletter Summer 98

, 1 .

Paraná .



(Entre Diseño: G ComuDicación Visual! Parlni




CALL FOR PARTICIPATION PROPOSAL FORM Deadlines for receipt: Demonstrations, Workshops, Colloquium, Poster Sessions, Swap Shop: May 30th, 1999. Complete the 1999 Proposal Form. This form must be typed. If you need additional space, attach a single sheet of white bond paper.

(Type the mailing address lo whom al/ correspondence

should be sent}



(Home Phone #)

(Olfice Phone #)

(Fax #)




(Zip Code)


Check here if not a member of Argentina TESOL Abstract (50 words maximum) Presenters

(in order in which they should be listed)



Type of Section (check one)

Type of Section (check one)




Poster Session

Swap Shop

Surnmary: Biographical statements (25 words per presenter, 100 words total)

Argentina TESOL-

MaipĂş 672 (1006) Buenos Aires - Argentina Fax #: 54-11-4394-2979/4772-5104

Artesol Newsletter Summer 98



""""""""""""""""""""""""""""""""""""""""""""" ~


~ " " " ~ " " " . " " ~ ~ ~ " " " " ~ " " " " "

For all TESOL Members TESOL Professional Development Scholarships . For Graduate Students Albert H. Marckwardt Travel Grants Ruth Crymes TESOL Fellowship for Graduate Study For Materials Writers Mary Finocchiaro Award for Excellence in the Development ofPedagogical Materials For Researchers TESOL Research Interest Section / Newbury House Distinguished Research Award For EFL Professionals TESOL / TEFL Travel Grant For Teachers and Trainers Ruth Crymes TESOL Acadernies Fellowships Also consider nominating a colleaguefor: James E. Alatis Award for Service ofTESOL TESOL Virginia French Allen Award for Scholarship and Service D. Scott Enright TESOL Interest Section Service Award TESOL Leadership Mentoring Program TESOL Newbury House Award for Excellence in Teaching For more information consultthe June/July issue of TESOL Matters or TESOL's website at Http://

~ ~ " " " ~ " " " " " ~ ~ ~ " " " " ~ . " " " " "

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Artesol Newsletter Summer 98

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Artesol Newsletter Summer 98



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