Newsletter
ARGENTINA
Winter '97
T E S O L
Vol. 10
No. 19
Personería Jurídica IGJ464
Creativity in second and foreign language teaching By Mary Ann Christison
seems to be no way to predict how
roles or procedures. Mathematics, phys-
others might react. I have not always
ics, and language are domains. Math-
understood my own creative efforts or
ematics have sharp boundaries and well-
the impactmycreative
defined rules. Language
on the lESOL troubled
ideas mighthave
prafession.
me because
This has
diffuse, but it is still a domain.
the future of
is tied closely to
The second component of creativity is
creativity and innovation. The creative
the field. The field includes all of us
ideas we have as teachers will dissipate
teachers, the people who consider our-
unless there is a receptive audience to
selves "gatekeepers
evaluate and implement them.
28). As English language teaching pro-
lESOL
prafession
fessionals, Reprinted from TESOL Matters Feb. 1997/Mar. 1997, Vol. 6, No. 6
we decide whether a new
idea or product should be included in
reading
s
the domain. We decide what ideas get
book entitled Creativity and have been
continued on page 4
Mihaly
Csikszentmihalyi'
struck by the implications -of his work
lESOL
Matters should be about cre-
for English language teaching. I would
ativity since the English word creativity
like to share some of his ideas with you.
comes from the Latin verb creare, which means to bring into being
to the domain" (p.
In the past few months, I have been
It seems fitting that my first column in
• or to become.
study is more
Until recently, I thought that creativity
!2!:!Jhe lnside: Creativity in second and foreign language teaching p. 1
As a language teacher, I have pondered
person's head. Now, I understand it is
Peace education: Part of teacher education? p. 5
the notion of creativity in the language
the interaction between what one is
Practicing what we teach
p. 7
classroom considerably during the past
thinking and the sociocultural context
two'decades. Like most teachers, I have
in
had moments of originality and creativ-
Csikszentmihal yi ,s first question of cre-
On Tesol Russian Convention
p. 9
ity in my teaching, and sometimes my
ativity is not "What is it?" but "Where is
creative efforts have been embraced by
it?" He believes that creativity is in.the
was something that happened inside a
which
one
finds
oneself.
colleagues and others in the field. Yet,
interrelations of a system made up .of
even with these positive experiences,
three components: thedomain, the field,
creativityhasbeenelusive.
and the individual.
Thereseems
to be no way to determine when creativity will strike, and when it does, there
A domain consists of a set of symbolic
Emergency Activities Help Clearing the Hurdles
p. 11
TESOL moves forward with technology p. 15 What software should I buy?
p.17
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•
:
President's Message
•................. ~
•
:
.•
Dear colleagues: I believe that a couple of clarifying messages concerning our organization are in order. The ñrst one has to do with our 11th Annual Convention. As you probably remember, at our 10th Convention last year we said that.we would not be holding our 11th Convention in 1997 because the date, 3rd week in August, coincided with that of the 2nd Southern Cone Convention in Paraguay. Therefore, we encouraged everybody to go to Paraguay and put off our Convention untill998. The Paraguayan organizers, however, have decided to change the date of their Convention to J uly 11/12, which leaves August open for uso As a result we are going to have our Convention this year after all. This time the ARTESOL Convention is going to be held in conjunction with (oot right after as done in the past), th~ ICANA Annual Intemational Seminar, that is August 19{12. The great news is that Mary Ann Christison, current TESOL President will be the keynote speaker for the whole 4-day event. We are extremely grateful to TESOL for making this possible. The other message has to do with our Newsletter. Having our first issue of the year come out in the fall has proven to be not much more than wishful thinking.Dur "fall" turned to winter practically every year. Consequently, we have decided to be more realistic and move the issues to winter and summer instead of fall and spring. In addition to giving us a breather after classes start, we can hand out the newsletter to you at the Convention and thus save quite a bit of money. I am looking forward to your comments on these and any other matters of interest to our organization at thel 1th ARTESOL Convention in August. Mabel Gallo ARTESOL President
Remember:
ARTESOL'97 August 19th - 22nd For further information call: 322-3855 322-4557
3
••••••••••••••••••••••••••••••••••
•
:
President's Message
•................. ~
•
:
.•
Dear coUeagues: I believe that a couple of clarifying messages concerning Out organization are in order. The first one has to do with Out 11th Annual Convention. As you probably remember, al Out 10th Convention last year we said that.we would not be holding our 11th Convention in 1997 because the date, 3rd week in August, coincided with that of the 2nd Southern Cone Convention in Paraguay. Therefore, we encouraged everybody to go to Paraguay and put off Out Convention untill998. The Paraguayan organizers, however, have decided to change the date of their Convention to July 11/12, which leaves August open for uso As a result we are going to have Out Convention this year after all. This time the ARTESOL Convention is going to be held in conjunction with (not right after as done in the past), ihe ICANA Annual International Seminar, that is August 19(22. The great news is that Mary Ann Christison, current TESOL President will be the keynote speaker for the whole 4-day event. We are extremely grateful to TESOL for making this possíbíe. The other message has to do with Out Newsletter. Having Out first issue of the year come out in the fall has proven to be not much more than wishful thinking.Dur "fall" turned to winter practically every year. Consequently, we have decided to be more realistic and move the issues to winter and summer instead of fall and spring. In addition to giving us a breather after classes start, we can hand out the newsletter to you at the Convention and thus save quite a bit of money. I am looking forward to your comments on these and any other matters of interest to Out organization at thel lth ARTESOL Convention in August. Mabel Gallo ARTESOL President
Remember:
ARTESOL'97 August 19th - 22nd For further information call: 322-3855 322-4557
3
jrompage
1
remembered and recognized.
Otherwise, an equal spurt of artistic growth would have occurred in cities all over Europe. But, in fact, no other place
The last component, of course, is the individual. Most of us
in Europe matched Florence in the intensity and depth of
have been used to thinking that creativity begins and ends
artistic express ion. The field also played an important role.
with the persono
The most important
of
The leaders of Florence wanted to make Florence the most
Csikszentmihalyi's
model does not depend solely on indi-
beautiful city in Europe. They commissioned great frescoes
application
vidual creativity.1I depends on how well suited the respective
and statues to accomplish this goal. They beca me involved in
domains and fields are to the recognition and diffusion of
encouraging, evaluating, and selecting works of arto It would
novel ideas.
have been impossible to assimilate all the works the artists produced without leaving Florence in chaos.
We can find a wonderful example of this interpretation of creativity in the ltalian Renaissance in Florence from 1400 to
Until recently, 1 thought that creativity was something that happened inside a person's head. Now, 1 understand it is the interaction between what one is thinking and the sociocultural context in which one finds oneself.
about 1425. Many influential works of art in Europe were created during this quarter century. If creativity is only within the individual, then we have to wonder what the explanation is for a usually large number of creative artists being active during that brief lime. Was it some freak genetic mutation or a drastic change in the educational system? The Renaissance
The situation in Florence during the Renaissance is similar to
in Florence cannot be explained solely in
that of English language teaching today. J ust as the leaders in
terms of the domain either, the sudden access to information.
Good Reasons
,or all 1'0
Florence had a responsibility lo promote innovation, so do we
,•
as professionallanguage
teachers. The field is a very impor-
tant component in enhancing creativity and affecting the rate of innovation. Csikszentmihalyi
suggests three ways that a
field can influence this rateo The first way is by bcing either reactive or proactive. The question we should ask ourselves
7 level program for ages 5-12
is: What do we do as a profession to stimulatc creativity and novel thinking? The second way to enhance creativity is to
• • • • •
TPR and hands-on activities involve students and promete understanding Rhymes, songs and chants enhance language re-call Pair work and cooperative learning help students learn írorn one another Content connections add new dimensions to understanding Friendly mascots motívate students and serve as language rnodels
consider the selection filler. The question we should ask ourselves is: How much novclty and innovation do we need in English language teaching? Do we filler out too much or let in too little? Both ends of the continuum are dangerous. On the one end, the profession is starved for new ideas; on the other end there are too many unevaluated ideas. and the field flounders. The third issue is how well connected we are as a profession to the rest of the social system and how well we are
Pcrade!
able to channel support into our own domain. TESOL, as a professional organization, becomes important in this regard
Components: Student text, workbook, picture cards, cassettes, teacher s book
by advocating for its members. As professionals
in TESOL, we have the responsibility
to
enhance our own creative efforts - set goals, pursue work we For further
~
information
contact:
LONGMAN
love, make time for reflection- but we also have a responsi-
Avda Coronel Díaz 1747 (1425) Capital Federal Phone:823-8181 Fax: 823-7862
bility to learn the rules and content of our domain, as well as continued on page 6
4
A library search under the topie of Peace Education reveals pages ofbibliography on conflict recognition and resolution, on feminist issues, on communication techniques like active listening and values clarification, and on environmental
Peace education: Part of teacher education?
issues as well as United Nations and peace treaties. Itmay not be easy for the language teacher educator to know where to
By Jean ZukowskilFaust
begin. If leaming about conflicts and how to give them up is the core ofpeace education, how do we go about teaching it?
Northern
We may understand that peace education requires great
Arizona University
cornmunicátion skills, but how does that concept translate against the student into lesson plans, teaching strategies, and educational philosophy in the teacher education classroom?
Reprinted from Teacher Education IS February '97, Vol. 12, No. 2 Aline Stomfay-Stitz traces the beginningsofpeace education to New England in the nineteenth century. There people like
If education is a leading or a figuring out, then peace education
Ralph Waldo Emerson and Henry Thoreau influenced thought along an egalitarian ideal. There too women's rights
must begin within the teacher, the person should personally, as jf giving oneself to the principle, to live it out: I must be good if I am to teach a good class, for all I can ever hope to
temperance, and prison reforms were first organized and the concept of reforming society took hold (Stomfay-Stitz, p. 14). More recently, Mary Ashworth is known to have said
teach is m yself,
that we must give up the small conflicts in our lives if we are
Teaching peace education is concept management with a
to have peace on earth.
metapurpose-wíth
the effort to teach not just the course continued on page ¿j
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:• :•
LIBRERIA TOMAS PARDO BOOKSTORE
:• :•
• •
•
•
~ ¡i1English Books, Dictionaries : ¡i1 Latin American and Argentine Literature :
in English
:
You can visit an old bookstore
• • • • •
; tt
•
~ : : • • •
•
: •
:
Maipú 618
:
•
1006- Buenos Aires 01-393-6759
:
01-322-0496
; • • : •
•
•
•................................................... 5
•
~
.
jrompage4 the eriteria for selection and the preferenees in our field, so that we can malee these determinations. how individuals,
Understanding
domains,
and fields
Come home ...
operate together within the ereative proeess means that weeao be more thoughtfuI, informed, and purposeful
TESOrs Home Page on the World Wide Web.
in this
http://www. tesol.edu
decision-making process. Then,ereativity, change, and innovation will happen in sueh a way that all of us in TESOL
• TESOL '97 PreJiminary Program
will benefit.
You can search for thernes, key words for interest sections, and content areas. YOl can design your own convention program before you arrive in Orlando because th abstracts, times, and locations for al! sessions are listed, as are fuI! descriptions 01 the Pre- and Postconvention Institutes, Plenary and Featured Speakers, Tours, and Exhibits.
Mary Ann Christison E-mail preS@tesol.edu
• TESOL '98 Cal! for Participation Reference Csikszentmihalyi,
• Membership Information M (1996) Creaüvity.
New York: HarperCollins
• TESOL Publications • Samplings from TESOL Quarterly, TESOL Journal, and TESOL Matters • Employment Clearinghouse and Placement Services Information · .. and lots more lo come. Be sure lo sign our guest book and add your comments! Make a site visit to TESOL's new home page. Come home lo http://www.tesol.edu
TRADITION
Textbooks
CD Rom
Dictionaries
Art
Pockets
Cookbooks
Bestsellers
Books with cassettes
General Knowledge
Videos
Children
... and more
us
Belgrano
Echeverría 4742 (1431) Capital Federal Tel./Fax: 523-1696/7009
Virrey del Pino 2787 (1426) Capital Federal Tel.: 784-0310
...J
~
< _ n
:l
LlBRERIA
~
RODRIGUEZs.A.
l"'Ir
11I
EXCELLENCE
or visit us at:
Villa Urquiza
en 111
-c:c
Also, highly professional Book Fairs fuI! .of enjoyable activities.
Call
>1-
HEAD OFFICE Sarmiento 835 1041 Buenos Aires Tel: 326~37251 3826/3927 Fax: 326~1959
6
\
FLORIDA BRANCH Florida 377
~~~;:~_~~~~~1~eJ93 Fax: 325-4992
• ••••••••••••••••••
Practicing what we teach
By Denise E. Murray Reprinted from lESOL Matters December 1996/January 1997, Vol. 6, No. 6
• • • • • •• • • •• • •• • • • • •
shows a remarkable unifonnity in the currícula United States and Canada
of MA lESOL programs. 1 will focus on the MA TESOL to make the discussion easier, but my remarks also apply to other teacher education programs. It is not surprising that we frnd unifonnity in the objectives and student outcomes in MA TESOL programs because, after all, we 'are a11 trying toeducate teachers who can work in avariety of adult ESL situations or a
I' m sure we' ve a11experienced a lecture on group work or a teacher-fronted
variety of different EFL situations. However, what is remarkable is that
presentation at a conference where the
most programs have similar courses,
presenter talks about the value of interacti ve, comm unicati ve, task -based
that is, they have divided
classrooms. We are all aware ofthe incongruity of such situations. So, many
up the
competencies in very similar ways. Of course, we could assume this because it is the most appropriate. Perhaps not, 1
Join us at the
Second Regional TESOL Southern Cone Conference
of us in teacher education and teacher
of the techniques and strategies 1 am promoting as possible. For example,
If the outcome we desire for our future teachers is to develop decision-makers who can reflect on their decisions, we need to start our MA TESOL currículum design from there.
when 1 teach a class in reading and writing, I ensure that these prospective
think rather that the dívisíon reflects
teachers brainstorm, draft, revise, and
disciplinary boundaries, ones that are
edit their work.
outmoded and certainly contrary to our
development have examined how we teach and have worked toward using the teaching strategies we advocate in our own classrooms. In my own classes in teacher education, I try to use as many
In all my classes, 1
discuss with students the teaching strategies 1am using. Again, when 1put
own advocacy of integrated curricula.
students in groups, 1explain why I am doing it and how and why 1am fonning
Most programs have a course (or courses) on language, methods of
the groups (e.g. heterogeneously, randomly by counting off). Although
teaching ES~, second Iarrguage acquisition, and sometimes a course in
many teacher educators expanding their own
are now teaching
intercultural communication in thecore of the degree programo Why this
techniques, moving away from lecture
division? The Pew Higher Education
to teaching, in one area we do not practice what we teach -curriculum designo
Roundtable, in examining refonn in US
A brief glance at lESOL' S Directory 01
made reform impossible because "individual faculty members think of
Teacher Preparation
Programs in the
higher education, has found that traditional disciplinary boundaries have
continued on page 10 7
July 11th - 12th Asunción, Paraguay For further information contact:
Mary Zorilla Fax: (595) 21-60-5128
frompage 5 content anymore, but also the survival
Mary Ashworth, along with a number
How can what I learned and therefore
skills necessary to use that information
of other TESOL educators, have raised
want to pass on be improved, up-dated,
with power in the world out there. That
the question of whether teaching English
expanded to inelude elements that have been recently learned?
means striving to live as members of a
as a second or foreign language is a
society in a way that means we can all
subversive act. Teaching itself can be
get what we need, in the family, in the
subversive
grocery store, in the classroom, at the
students to think for themselves. There
summit conference, and in space- with
is no guarantee that the tool (English)
students how to be good colleagues,
the family, the classroom,
that is taught will not be used for
how to solve problems,
and one's
because
teachers
teach
hometown as the leaming laboratories.
Wecould teach the principlesofpeaceful co-existence.
We should
teach our and how to
work with ideas and one another to
is a shared
If learning about conflicts and resolve conflicts -thai' s peace education, how to give them up is the core 01 education for a world of culture of peace education, how do we go diversity. Because we are teaching in a culturally diverse world, we need to be about teaching iJ?
commodity, that we can all be satisfied,
aware of and to be proponents of those
Peace
education
is preparation
for
cultural and value diversity; it means teaching
that
power
once
terrorism; therefore, the need to teach
basic human rights. Reardon says that
suggested that we earn a new soul for
peaceful ways of communicating needs
these must come out of three sets of
every
to be part of the curriculum.
values: comm unal and ci vic values, life-
alI feel respected. new language
A student we learn.
As
affirming valucs, and the values of the
language teacher educators, the charge is a serious one. If what we do is teach
We can view the concept of peace
human person and human relationships.
a new soul beca use we teach a new
education in different ways. When we
She reduces
language to discuss new concepts, then
teach teachers,
concepts into three terms: citizenship,
must
elements to a new ego, we should be
stewardship,
recognition and resolution as part of the
alert to include some parts that might
concepts are most easily understood, as
preparation of teachers? ElIiot J udd and
have gotten leftout in theoriginal model:
we not al so teach
conftict
CAMBRIDGE ELT
we are contributing
these
continued
Communication
Intercbange lntro is me new inrroducrory leve! for me highly successful Intercbange series designed for srudents of English ar rhe beginner level. lntrp fearures • a srep-by-srep presenration and practice of grarnmar • clear illusrrations of new vocabulary organised in rhernatic groups • comrnunicative practice of alllanguage raught through a wide variery of stimulating activities.
CAMBRIDGE UNIVERSITY PRESS For furrher informarion. please contacr; ELT Represenrarive, Manha Frenkel de Frers, Paraguay 946. - 4'0 A, 1057 Buenos Aires, Argentina TEL and ,FAX: (01) 3'.8 - 7648
8
clustered
and relationship.
Interchanqe Intro English for International Jack C. Richards
three
011
The
page 16
OnTESOL Russian Convention
Tesol convention took place in Mos-
contrasted with their at least apparent
cow, in their almost summer time, and
disregard for everything conceming the
after the first shock of getting to an
supply of services, a sort of dichotorny
airport in which no sign was under-
between them as common people will-
standable to us because all of them were
ing to help and as employees showing
written in Cyrillic, we realized that the
no interest in solving situations con-
Moscovites are very much of the same
ceming their roleo
idiosyncrasy as we are. They care for
By Clara Mu帽iz
their families very mucho They show
1 know that the effort of organizing a
their feelings, they are extroverted. They
convention is huge. The effort which is
Tesol conventions are always interest-
are descriptive when talking and emo-
necessary to organize a Convention in
ing events wherever they take place but
tional when singing.
Tesol Russia was a cultural and profes-
such a distant country is still greater. In the case of Tesol Russia the result was
sional surprise, a string of discoveries
During the period in which-for political
all along the week it took place and
reasons- it was easy for them to travel
further.
abroad, they devoted their profession-
Our thanks to:
alism to researching. The result is that
Svetlana
It gave us the possibility
of meeting
worth the energy in volved.
Ter - Minasova,
Honorary
they have a proficiency in applied lin-
Chair of the Convention who, in spite of
people from different countries and al so
guistics which allows them to have a
all the responsibilities
people from places so distant from us as
word in world conventions. At the same . still managed to get time to open her
those which used to conform the Soviet
time, they are willing and thirsty to
house forus for a typical Russian din-
Union, and which are now independent
transfer what they intellectually know
ner.
nations
Belarus,
to the classroom practicality in all its
scattered
different instances.
like
Azerbaijian,
Ukraine,
etc. Countries
over a huge geographical
that role implies,
Natalia Barischovili, Chair of the Con-
surface with
vention,
always
ready to sol ve last
different climates, different needs and
This openness and the freedom they
minute details. She allocated a student
different realities.
showed to express their political points
of the English department to help us get
of view moved me to the emotion. It
continued on page 14
Join the crowd Second Regional lESOl Southern Cone Conference July 11th - 12th Asunci贸n, Paraguay For further information contact: Mary Zorilla Fax (595) 21-60-5128 9
frompage
7
their work in proprietary terms- as my
students need and how we can fit those
learning and teaching and the importano
research, my majors and above all, my
into a 30-unit (or more) MA program.If
of discussing the thinking and reasonin
courses,"
So we tend to identify
they don't fit, then we make some of the
teachers
ourselves by our own specialties within
course prerequisites. In this way, teacher
cognition is exeluded or only dealt witl
the field and then want to teach a course
educators
in that specialty.
courses, even ir half the students in the
This new direction shows us that one 01
class already know some or all of the
the needs of our students isto develop
material. If we practiced what we teach,
into reflective
we might
knowing,
Yet, if we follow the
principies of curriculum
development
that we teach, we may come up with a very different
configuration.
curriculum development
The
material s we
get to teach their favorite
find
a very
different
configuration of courses.
use. This focus on teache
serendipitously
if we focus on content
practitioners
whose
thinking, and experiencing
need to be ineluded in our MA TESOL curricula. If the outcome we desire for
use in teacher education programs all state that we must begin with a needs
By focusing on courses, we focus on
analysis- what students need to know,
content rather than thinking or knowing.
decision-makers who can reflect on their
what students
So, for example, a course on language
decisions,
will probably inelude sessions about the
TESOL curriculum design from there.
English tense/aspect system; a course
Were we to focus on decision-making,
already know.
having established
Then,
student needs, we
should develop objectives
and goals
that will result in the outcomes students need.
our
From those objectives
our future
teachers
is to become
we need to start our MA
on SLA, the concepts of input/output; a
we would devise a curriculum
course
different in appearance from those we
in methods,
content-based
very
and goals we work backwards to plan a
instruction; a course on culture, the way
now see. 1 am not advocating
any
curriculum that will meet those goals.
different cultures use speech acts. Yet
particular course configuration; rather,
recent research on teacher knowledge
merely want to ask the question: What
Yet, teacher education programs, rather
(e.g., by Donald Freeman and Jack C.
would an MA TESOL curriculum look
than beginning with what students need,
Richards)
like if we practiced what we teach (and
begin
central role in the processes oflanguage
with courses-
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10
Emergency Activities Help Clearing the Hurdles María Laura Rossi ARTESOL Contact Member Olavarría
tivities to last 120 minutes but 1 had to
The weekend at NYS TESOL Conven-
re-schedule
tion was full of dynamic speakers, worth-
them in 50! Too late to
worry! Another hurdle to be cleared.
while presentations and ample networking opportunities.
1 can say now that 1
Saturday 23, 10.30: Emergency Activi-
retumed to my own classes energized
tieso 1was warmly greeted by an enthu-
by the speakers 1heard, the huge amount
siastic "Hola! Soy de Jujuy!" as 1 en-
of materials 1collected and the friends 1
tered Man O' War (as such was the name
found. The weekend proved a rich and
of the room, after a famous horse, un-
fabulous leaming experience for me, as
doubtedly). 1 had planned activities to
some of my hurdles as a teacher were
break the ice, butPatricia's
not on1y cleared but also understood.
words were
more than enough to make me feel at home. Over thirty people tried out the
Guessed what the motto of the Con ven-
activities designed to fill up momentary
tion was?· Clearing the hurdles in the
gaps, to revise, to warm up sleepy
classroom and the community. (horse-
groups, to raise students' spirits and,
racing jargon once again).
why not? teachers' spirits as well. It all started reading an issue of Tesol Matters. The Affiliate News column
Sunday 24, 10.00: The Film of the Book
caught my attention: The NYS TESOL
proved equally rewarding. Were there
Convention to be held in November 96
any hurdles to be cleared, besides the
in New York State seemed more than
US $135 1 had to pay for AV. equip-
attractive.
ment? Fortunately there were not!
Faxes were quite soon coming and going and my workshops Emergency ActivitiesandTheFilmoftheBook:
Ameri-
can Literature in the Language Classroom were finally accepted. Both had been presented at ARTESOL Con ventions in 95 and 96. Flight, accommodation
and other de-
tails were rapidly arranged (not to name children
and husband!)
and 1 found
myself arriving at Saratoga Springs on the New York Shuttle. The hospitality of this cute little town, its race tracks, and natural mineral baths helped ease the first big hurdle: the professional challenge
that my first presentation
abroad implied. On opening the convention book, 1realized, to my surprise that 1had to re-time my workshops: 1 had planned my ac-
March.17-21,1998 SeaHle, Washington USA 11
<ti.
i~
~for
n ti a 2;2
everyone •••
Al KEL yau wil tincl
Ihe greaIesI seIectIon of books in EngIish ancI our incIecIinable con•••lhnent lo serve you.
We invile yau lo vIsIt either of our Ihree _ lo _ acquaInIecI
wiIh Ihe latesI pu_ Come •••••••••• Emilio Frers2228. Martínez. (1640) Tel: 793.8603 Fax: 793.3135 M.T. deAlvear 1369 (1058) Capital Tel: 814.3788/813.6884 Conde 1990 (esq. Echeverría)(1428) Belgrano R.Tel: 555.4005
Announcing TESOL's new workshop series.
• •
Voices of Experience of professionally recorded audiotapes and accompanying workshop rnaterlale on the lateet, issues, trends, and technology in language teaching.
StylCS
in Ih.: ('la,'r"l1l\l l'
Managing Learning Stylee in the Cleeeroom
't·I,.·o
The Coneultancy Approach: Toward More Effecf;ive EFL ln-eervlce Tralning by lisa Harshbarger Affect and Related Factore in 5econd and Forelgn Language AC'lulelt;on by Patricia Richard-Amato
~ ~
I
Comlng 500nl
inelude:
audiotape with accompanying transcript facilitator's guide activities and handouts for classroom use background reading materiale reference list for further readings
TESOL
_1"_
by Gabriel H. Diaz Maggioli Through thle VOE workshop packet, you willlearn about your students' and your own learning etylee, You can boost your students' learning while you develop an understanding of how to avoid learning etyle conflicts in the classroom. Cost $44.95 (member $39.95)
VOE workehope are led by experte in t.he field who have exteneive experlence in providing tn-eervíce programs on elte and in audio formats. With the new VOE series, TESOl rnakee recognized ESOl experte available for teacher training programs or tn-eervíce training. The series is aleo designed for use in the language classroom or may be used for pr-ofessional development. • • • • •
LyanlIng
Seleetlone In the VOE eerlee ¡nelude:
Voicee of Experienee (VOE) is a new series
VOE workehop materiale
~1ana(fin(Y h.1">
To order, contact TESOl, 1600 Cameron St" Suite 300 Alexandria,VA 22314-2751 USA Tel. 703-836-0774. Fax 703-836-7864. E-mail publ@tesol.edu • http://wv.w.tesol.e,du
12
Real Cases. C. Beleiro, P. de Abreu, M.
Report 00 the 10th ARTESOL Convention
Lopez, G. Biccirilli, M Silvestreand Tubio; ESLlEFL
Teaching?
Amazing World 01Kids, Ornar Villareal Our special thanks go to all these teachers who shared their interesting class
By Claudina Lo Valvo and
We would very
much .like to encourage other members
Mabel Gallo
• • • • ••• • • • • • • • • • • • •
to share their favorite classroom practices with their coUeagues. Novice pre-
celebrated its 10th anniver-
. senters may get together and present as
sary hosting a very successful con ven-
a group, or they may ask for support
tion
from more experienced ones.
made
possible
ARlESOLers'
thanks
to
participation, which has
steadily been growing since our profes-
Dr. Jose Galvan's
sional organization
which provided a comprehensive over-
was founded back
plenary
sessions
view ofEFL teaching and leaming theo-
in 1987.
ries enhanced the relevance of the difThe last convention
certainIy accom-
ferent presentations.
I am sure that
pur-
many of us will often fall back on Dr.
poses ..." serve as a forum for EFL/ESL
Galvan 's framework 10 support our cur-
professionals
ricular and pedagogical decisions.
plished one of the organization's
to share their concems
and achievements".
Argentina TESOL
all over the country
Once again we need to especiaUy thank
shared their experiences through dem-
the bookstores and publishers, whose
onstrations, colloquia, and workshops
contribution was crucial 10 the success
on different areas of interest, The qual-
of our convention
members from
ity and variety provided certainly met the expectations
of the audience who
The ARlESOL
11th Convention to be
kept saying that they wished they could
held August 19/22 marks the beginning
attend every single presentation offered
of a new decade in the life of our orga-
in each concurrent session slot,
nization.
At this point I propose to
make the following "new decade" resoMost of the latest issues in education
lution: To rnake a genuine cornmitrnent
were tackIed during the day and a half
toourprofession
we spent together: Concurrent sessions
the community of teachers in our orga-
featured: Is Literature a Valuable Re-
nization ..
sourcein Language Teaching?
by actively integrating
Melina
Porto; Fostering Reading Comprehen-
sion, Mónica Pugliese;
PAULO FREffiE, 1921-1997
Mercedes
Rossetti, and Fabiana Vega; and The
activities with us.
ARlESOL
S.
What Does Internet Offer lo
INMEMORIAN
Paulo Freire, 75, a Brazilian educator who linked adult literacy 10 social conscíousness in the poor, died May 2 at a hospital in Sao Paulo, Brazil, after a heart attack. Freire won intemational acclairn for his method of teaching literacy based on the day-to-day experiences of his students. That meant first educating teachers, who spent long periods in the countryside leaming the vocabulary of their students. Then, he would select class contents that were significant 10 Brazilian peasants. Freire first used bis method in 1961 in bis homestate ofPemambuco, in northeastem Brazil. Using this system, based on the critical analysis of social, econornic, and political problems in Brazil, he taught 300 adults to read and write in 45 days. In 1964, when the Brazilian govemment was overthrown by a military coup, his method was banned and he fled to exile in Bolivia, Chile, and finally Switzerland. He retumed to Brazilunderpoliticalamnestyin 1979. During his exile, he worked for the Office ofEducation of the World Council of Churches in Geneva and as a roving consultant for UNESCO. III 1969, he taughtatHarvardUniversity's School of Education. At Con Edison in New York, he used an inner-city vocabulary to teach functional illiterates 10 read at a sixth-to seventh-grade level in 13 weeks, Freire, the author of 25 books translated into 35 languages, was best known for his book, The Pedagogy 01 the Oppressed. In 1991, he was the recipient of the lESOL Presidents' Award in Ne\V York.
Emergency
Activities, María Laura Rossi;
Devel-
Adapted from lESOL Matters Vol. 7 No. 3.
oping Efficient Communication through
13
from page 9
our way through the Cyrillic alphabet.
both parts until we got to an agreement
us love thern and that we value whatour
John Schmidt, Chair of the Convention,
on the price. We got lo enjoy the proce-
colleagues
in charge of the network, always en-
dure.
teaching.
have done in the field of
couraging and enthusiastic. We tried to use as much as possible the
Tesol Russia Convention was quite an
All those who eased our way in every
few functions we could remember from
event]
sense and helped us along the seven
an excelJent class taught 10 us on arrival.
days of the Convention
enjoy the
We enjoyed it but most of the times we
marvelous stay in Moscow, the boat trip
had to give the English version for the
down the Moskva river, S l. Petersburgh
Russians to understand our less -than-
white night, etc.
survival Russian language.
Thanks
10
10
all of them.
In the mid of Red Square (rnagnificent as any though not red) we were treated
As Argentinian teachers we are happy 10
know that our papers ("Encompass-
10
a Coke by a vendor just beca use we
were Argentinians as Maradona is!!!
ing the Needs of a Global Community" and
the
"Rediscovering
Whiteboard")
Old
were welcomed and that
the presentations and panels gave us the opportunity
10 answer
professional q ues-
tions and personal queries on our coun-
We remained in Russia for two weeks. It was
100 short
a lime to believe we
could understand the country and its people. Nevertheless
from what we
could gather we can say that they made
try. The Thirty-Second
The quality of all the works presented
Annual
Convention
Teaehers of English to Speakers
and Exposition
of Other Languages,
Ine.
was high. Among others we remember: John Purpura : Relationship
between
test taking strategies and performance. Liz England
: Planning
for the new
Century. Catherine Walter : Reading for other cultures: are we helping? Simon Ingram Hill tBrirish Council): Shrinking distances in Russia. From the point of view of architecture when in Russia you cannot help being overwhelmed by the beauty ofthe build-
March 17-21, 1998
ings, the hugeness of the proportions
Seattle, Washington
and the sparkling glitter of the domes.
USA
Check out the details on TESOL's web site: www.tesol.edu
Anecdotes, there are many: Each time we intended to take a taxi we gOLinto a colorful bargaining spotted by "rubles" and "niets" and gestures on
For more information please contad: TESOL Conventions Department, 1600 Cameron Street, Suite 300. Alexandria, Virginia 22314-2751 USA Telephone 703-836-0774 â&#x20AC;˘ Fax 703-836-7864 E-mailconv@tesol.edu¡ http://www.tesol.edu
14
··!l~rt~!~~ ... :.
.::
.
TESOL moves forward with technology
exciting innovations in the use of tech-
At the midyear meeting the BD com-
nology in 1ESOL. We now havea World
bined two existing ad-hoc committees
Wide Web page: www.tesol.edu.
E-
into one to develop guidelines for the
mail is used as a regular form of com-
role 1ESOL should play in advancing
munication arnong 1ESOLleaders. New
the use of technology for professional
products such as the best-seUing book,
purposes, and to consider needs in es-
Esmail for English Teaching; and the
tablishing policies. We 're excited about
CALL Interest Section's CD-ROM of
all the possibilities for the use of tech-
ESL shareware have enabled TESOL
nology in our professional realms and
members to take advantage of new pos-
we're considering our needs in estab-
sibilities in teaching.
lishingpolicies.
We'reexcitedaboutall
the possibilities that the future holds for Still, we continue to grapple with issues
advancing 1ESOL's
relating to technology and computers.
enhancing services to members. Please
How can we better use technology to
share your ideas with uso
comrnunicate
strategic plan and
with our membership?
What services could be offered on-line?
mcveigh@usc.edu
How can we better integrate the various
By Joe Me Veigh
data and communications needs in Cen-
Reprinted from Friends in TESOL,
tral Office? Can we provide better train-
December 1996
ing to ESL professionals in the use of The past year has
SCCIl
a nurnber of
technology?
Alta Book Center Publishers - Burlingame, California USA 15
pleased to announce the opening of its office in Argentina
ABA Alta Book Argentina Alta Book Center Publishers ís known for its quality
publications and distribution of American English materials for both EFL/ESL teachers and sfudents. Please call us and ask about our books and services
Alta Book Argentina -
Paraguay 1955.2° 1121Buenos Aires - Teléfono 541.814.2795
15
Cuerpo 20H
frompage8 a simple list of rights: Li ving as if these rights belong to every Everyone has the right to know what' s
human being too is peace education, a
going on.
plan for living in a culturally diverse
Everyone has the right fo change his or
world.
her own mind. Everyone has the right to limitations, learning disability.
How do we teach it? We teach it by not only
Everyone has the right
10
transcend his
becoming
consciously
it ourselves, incorporating
but the
or her limitations.
principles; it means to live the principIes
Everyone has the right not to have to
in our very lives as naturally as we
know the answer every time.
breathe, As teachers we all know that
Everyone has the right to make a mistake
there are principIes that we must adhere
and be able
10
to -call it being a role ideal, caIl it being
try again.
Everyone has the right
10 foil
and be
able to try again.
callit being what we teach because
Everyone has the right 10
a model, call it being an exampler, or
10
self-respect,
self-esteem.
regardles of whatever else we teach, we can't not teach what we ourselves are.
Everyone has the right to the necessities of life. Everyone
has the ri ght fO honest
assessment of his or her work.
ACME MANTIENE
s.
AGENCY
A.
DESDE EL AÑO 1929:
* EL MEJOR SURTIDO DE LIBROS DE TEXTO PARA LA ENSEÑANZA,
DEL IDIOMA INGLES.
*
AMPLIA EXISTENCIA
*
DICCIONARIOS
* *
CASETES,
Y MATERIAL
VIDEOS
IMPORTANTE
DE "GRADED
y "POCKET
BOOKS".
SUPLEMENTARIO.
y LAMINAS.
VARIEDAD
VISITENOS
READERS"
EN LIBROS INFANTILES.
y DISFRUTE
DE NUESTRO
EXCELENTE
SERVICIO.
CASA CENTRAL:
SUIPACHA
245 l° PISO - CAP. FEO. - T.E.: (01) 328-1662
16
What software should 1 buy? By Mercedes Rosetti When you are faced with the problem of what software
designed to teach. There is a menu of
It is highly interactive software program
options for you to choose from, but you
that helps students deal with important
cannot add or adapt it to individual
upper intermediate areas enjoyabl y and
needs.
successfully.
already in the market worldwide can
can work on
selected areas of grammar and enjoy On the other hand, we can fmd the
their own leaming at theory own pace;
"authoring
moreover,
program".
As its name
indicates, it is a creative tool that will
exercises
allow
corrections
you to produce
your
own
it is motivating have hints,
and
which are not only well-
thought out, individualized
to your needs, produce all kinds of
challenging.
discourse analysis, text manipulation
listening to vocabulary items.
but also
A sound option allows
and records of performance. Since it is highly interactive, students
Grammar Software: Tense Buster Upper Intermediate
really leave you speechless.
can focus on Iheir interest, it allows up lo three students
to work on each
computer, and even offers a scratch pad If you are looking for the right software
for practice before entering answers to
Broadly speaking CALL programs can
for your upper intermediate
the exercise.
be divided into two kinds: on the one
who need to practice grammar al this
hand, we can find the packaged program,
level have a look at this product. It's not
"tinned",
only outstanding in its design but also
me a few minutes to figure out the entire
simple and user-friendly.
design of the software,
you run it and the program
takes care
of the exercises
it was
students
It is remarkably simple to use: it took and it only
New Ways of Using • Drama and Literature In Language Teaching Valerie Whiteson, Editor Teachers want to surround leamers with the best examples of language available. For many teachers, "the best" includes literature.
Seetions inelude: Contributors to this volume offer original and exciting ways to use drama and literature in the language classroom. Lessons incorporate literature from around the world and can be easily adapted for a variety of levels and age groups.
1996,168 pp., ISBN 0-939791-66-8.
Prose • Part J: • Part 11: Poetry • Part 111: Drama • Part IV: AMi~ed Bag
$21.95 (member $18.95) plus $3.50 SIH
t4Pr\
Send order 10 TESOL Publications, 1600 Cameron St., Suite 300, Alexandria, Virginia 22314-2751 USA. T E s O L To order by telephone, contact Katrina Elliott, Tel. 703-836-0774 • Fax 703-518-2535 • E-mail publ@tesol.edu ~
since
answers
exercises, load text files and adapt them
lo buy lO cover your
necessities, the vast array of possibilities
Students
Visit our web site at http://www.tesol.edu
17
from page 17 requires basic knowledge of Windows
also the correct answers
Is the layoutwell-designed?
commands
• the rule associated with this exercise
Is the program easy to install? VES
• your teacher's feedback
Has the computer achieved more goals
• the reading text associated with the
than using the textbook only? VES
exercise
Is it flexible enough to cater to different
for immediate
use and
learning. The Authoring
Kit: This possibility
makes it really appealing
YES
learning sty les? It goes further than that.
to teachers
who want to create their own exercises,
What else could you possibly need?
This is the first program that 1see trains
adaptothersorevenencourageadvanced
Yes, the evaluation stage. As students
students in use of different learning
students to try designing their own. 11' s
work on the program a progress button
strategies (for learning vocabulary, for
ideal for a self-access centre, because of
will remind them of the parts of the
managing work, etc.)
its feed-back
program they have done and their scores
teacher
capabilities
Authoring
in each section. When they finish, they
simple, intuitiveand
can get the total average score of the
is not on hand.
becomesextremely
when the
On the wish list I'd write:
of
work done not only during the present
A built-in clock and a date-file that
feedback and hints (you can not only
session but also during the past week.
would control how long students spend
flexible,
particularly
in terms
at each step.
choose the different messages but you have text formatting
available
(font,
color and size) together with a sound
Important: There is alsoan Intermediate Tense Buster!
And l· know that the use of graphics
These
requirements, but perhaps the possibility
would
option for encouragement. questions
are perhaps
more
be ver y heavy
on memory
Printing possibilities will allow a copy
effctive:
of inserting some graphic clips would
of
Are there clear educational goals? VES
make the exercise more appealing (this
• the exercise with no answers
Can the learner go back to earlier steps
of course coming from an art-loving
• the exercise with your answers and
easily? VES
English teacher).
11 Davidson
frank
representative
Educational Resources
Educational Software with Multimedia Technology for Computer Assisted Language Leaming
Distributors: EDYTEX - Cap.Fed. THE HOUSE - La Plata ADVICE Bookshop - Sta. Fe Concordia Corrientes
frank Educational Resources
EST. INFORMATICO - Pergamino THE BOOK SHOP - Tandil COMODORO ENGLISH - C. Rivadavia
T.E.: 796-4964/791-8266
Fax: 796-~964/788-40 11
18
Lisandro de la Torre 154 (1638) - Vte. Lopez Buenos Aires
AIR<.GIEW'IrIINA '!rIE§(Q)lL 1111ANNlUAlL C(Q)NVlENTI(Q)N AlUl~t111~C~~9 11m CAlLlL IF(Q)]E1FAIR<.TICJIlP>A TI(Q)N IJ))lUl<e IJ))&1üte~ AlUl~t1119 nm 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 common interests. The program committee invites presentations dealing with elassroom practices, researeh in language leaming and teaehing, or the connection between the two. We welcome proposals from iteachers, 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 deseribing 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 abstraet should inelude 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 audienee participating as students or an unrehearsed lesson with actual students). 1112hour.
• 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 eaeh of the invited participants. All colloquia will be open to non participating observers. 11/2 hour. Presenter's Responsibilities: To write your proposal follow these stylistie guidelines and inelude: 1) title, 2) a biographieal 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 aetivities or publieations. Degrees are not normally listed, and titles such as professor are not eapítalized. You can gene rally omit "eurrently". Example: Jane Dos, a speeialist in eurrieulum development and eomposition, teaehes ESL in Houston public junior high schools. (Not currenUyteaches ) (17 words). # Abstraet: Bear in mind that the abstraet 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.
• Workshop: In a workshop, one or more leaders 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 aetivity which is earefully struetured by the leader(s). The abstract should inelude a statement of the workshop's goal, a summary of the theoretieal framework, and a precise deseription of the tasks to be performed during the workshop. 11/2 hour.
All proposals must arrive at ARGENTINA TESOL, Maipú 672 (1006), Buenos Aires, Argentina by August 1, 1997 Fax: (541) 322-2106/394-2979 e-mail: icana@arg.siscotel.com
19
ARGENTINA TESOL 11th ANNUAL CONVENTION PROPOSAL FORM -Complete the ARTESOL '97 Proposal Form. This form must be typed. If you need additional space, attach a single sheet of white bond paper. ( Type the mailing address to whom alJ correspondence
should be sent)
( Name)
(Address)
(Home Phone#)
(City)
(Office Phone #)
(Zip code)
(Province)
(Country)
D Check here if not a member of ARGENTINA TESOL P resen ters (In or d er In . w h路IC h th ey sh ou Id be
rISted)
Family name. Other Name(s)
Institutional Affiliation
Title of Presentation (9 Words)
I
Type of Section (check one) Demonstration Workshop Colloquium Surnmary (50 words maxmum). Number of words in this surnmary: Abstract: (250 words maximum) Biographical statements (25 words per presenter, 100 words total)
20
.
Teaehers of English lo Speakers of Olher Languages, Ine.
1. Membership Dues
l1R\ \titI
TESOL
receive subscriprioos)
Name
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US$42.25
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$--
* Students must provide a letter from the professor to verify full-time study and must reapply annually. Enclose letter with membership applicationlrenewal. Maximum participation is limited to 5 years.
ESUEFL professionals look to TESOL serial publications and other membership benefits to keep them on the cutting edge of developments in the field. Every member receives 6 issues ofTESOLMatters, the bimonthly newspaper. Membership also includes receipt of up to 2 newsletters from the primary interest section as well as discounted rates for rESOL Conventions and rESOL books. Members may choose subscriptions to TESOL Quarterly (four issues annually) and TESOL Journal (four issues annually). Membership is required for the rESOL Placement Services and Caucus membership.
Ci~------------------------P.rovina1Sillte,
ID
Fill in the correct amounts
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(must select membership
Select your category of membership based on the descriptions below. Dues include bulklsurface rate delivery of the publications. Individual membership in TESOL includes receipt of six issues of TESOL Matters, the bimonthly newspaper. Membership also includes receipt of up to two newsletters from your primary interest section as weUas discounted rates for TESOL Conventions and TESOL books.
** Joint members receive one copy of TESOL Matters and any other publication selected by subscription.
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21
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Select the Interest Section in which you wish to become active and vote. Write 1 next to it. Select up to two more sections. Write 2 or 3 next to these sections. The number and frequency of the newsletters from these sections vary frorn section to section, from year to year. 1ESOL cannot guarantee the specific number or frequency of these newsletters during a membership year. _Adult Education _Applied Linguistics _BilinguaI Education _Computer-Assisted Language Learning _Elementary Education _English as a Foreign Language _English for Specific Purposes _Higher Education _Intensive English Programs
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Name ~ ARGENTINA
T E S O L
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ARGENTINA TEACHERS OF ENGLISH TO SPEi\KERS OF OTHER LANGUAGES Personerio Jurídico Nro. IGJ464
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