We are presenting Practical Issues in EFL in Reconquista on Saturday, August 21st
Look forward to meeting you there!!
Saturday 31 July 2010
Practical Issues in EFL
Today we have had the yearly meeting at Centro de Idiomas at UNL.
A wonderful group of people met to reflect upon teaching practices.
Daniel Fernández welcomed participants
and introduced the first session and Rosa Sánchez introduced Claudia Piccirilli, who spoke about storytelling.
A wonderful group of people met to reflect upon teaching practices.
Daniel Fernández welcomed participants
Then, Cristina Rivas made us have a wonderful time while trying to persuade us of the benefits of having fun in children's classrooms.
After that, we shared some time having a snack before holding the ASPI meeting.
The first workshop in the afternoon was devoted to reflect upon different ways of exploiting a text with the aim of catering for students' learning styles.
This is me, organising the audience's work.
Last, but not least, Adriana Díaz analysed certain ghosts (myths) about teaching pronunciation, which she busted.
Thanks to the teachers and students who joined us enthusiastically in the activities we put forward. We can only succeed if the audience is willing to participate.
See you next year!!!
Wednesday 28 July 2010
Let's meet at XXXV FAAPI CONFERENCE
ACPI is the proud co-organizer of the 35th FAAPI CONFERENCE
Córdoba, Provincia de Córdoba, 23, 24, 25 September 2010
Venue: Pabellón Argentina and Facultad de Lenguas, Ciudad Universitaria, Universidad Nacional de Córdoba
The Conference aims to create a space of reflection and discussion about how the different forms of artistic expression can enrich TEFL to make the learning of English a pleasurable and memorable experience. Linking the arts to TEFL implies the implementation of multi-sensory paths to acquisition: visual, auditory, kinesthetic, tactile, etc. as well as a contribution to language and cultural awareness.
Córdoba, Provincia de Córdoba, 23, 24, 25 September 2010
Venue: Pabellón Argentina and Facultad de Lenguas, Ciudad Universitaria, Universidad Nacional de Córdoba
Sunday 18 July 2010
A short description of some consonantal allophones.
One of my students has asked me for help with the description of allophonic variants.
Here I include, for him and any other one who might make good use of it, a short list of Consonantal Allophones descriptions.
ASPIRATION: It is an extra puff of air heard with the release of a plosive before the onset for the following sound. It affects voiceless plosives, initial in a stressed syllable.
When a vowel follows the voiceless plosive, we perceive the puff. When a consonant follows, it is devoiced.
DEVOICING: It is the removing of some voicing from an originally voiced sound. It affects voiced consonants with a voiceless counterpart, when they are preceded or followed by voicelessness (silence or a voiceless sound)
INAUDIBLE RELEASE: The release stage of a plosive is not heard. It affects all plosives when they are followed by an oral stop (a plosive /p/, /b/, /t/, /d/, /k/ and /g/ or an affricate /tʃ/ and /dʒ/)
NASAL RELEASE: The release stage of a plosive is produced through the nose. It affects all plosives when they are followed by a nasal sound. In order to produce it, we lower the soft palate.
LATERAL RELEASE: The release stage of the plosive is produce through the sides of the tongue. We lower the sides of the tongue to produce it. It affects alveolar plosives /t/ and /d/ when they are followed by the alveolar lateral /l/.
SYLLABIC VALUE OF CONSONANTS: A consonant takes on the value of syllabic nucleus. It affects the nasal sounds /m/, /n/ and /ŋ/, the alveolar lateral /l/ and occasionally the post-alveolar approximant /r/.
The /ə/ is elided between two consonants, so the second consonant becomes longer to take up the time of a full syllable.
DENTAL ASSIMILATION: It is an instance of assimilation of place. It affects the alveolar plosives /t/ and /d/ , the alveolar lateral /l/ and the alveolar nasal /n/ under the influence of a following dental fricative /ð/ and /θ/. The tip of the tongue does not articulate with the teeth-ridge but with the upper teeth.
POST-ALVEOLAR ASSIMILATION: It is an instance of assimilation of place. It affects the alveolar plosives /t/ and /d/ when they are followed by the post-alveolar sound /r/. The tip of the tongue does not touch the teeth-ridge but a part a little backwards from it. At the same time, the post-alveolar turns into a fricative [ɹ] .
LABIO-DENTAL ASSIMILATION: It is an instance of assimilation of place. It affects the bilabial and alveolar nasals /m/ and /n/ when they are followed by the labio-dental fricatives /f/ and /v/. The articulation of the nasal is produced between the upper teeth and the lower lip.
LABIALISATION: A consonant is produced with noticeable lip rounding. It affects any consonant occurring before the labial-velar approximant /w/ in the same syllable. The lips are rounded anticipating the rounding of the /w/.
Hope it helps!
Here I include, for him and any other one who might make good use of it, a short list of Consonantal Allophones descriptions.
ASPIRATION: It is an extra puff of air heard with the release of a plosive before the onset for the following sound. It affects voiceless plosives, initial in a stressed syllable.
When a vowel follows the voiceless plosive, we perceive the puff. When a consonant follows, it is devoiced.
DEVOICING: It is the removing of some voicing from an originally voiced sound. It affects voiced consonants with a voiceless counterpart, when they are preceded or followed by voicelessness (silence or a voiceless sound)
INAUDIBLE RELEASE: The release stage of a plosive is not heard. It affects all plosives when they are followed by an oral stop (a plosive /p/, /b/, /t/, /d/, /k/ and /g/ or an affricate /tʃ/ and /dʒ/)
NASAL RELEASE: The release stage of a plosive is produced through the nose. It affects all plosives when they are followed by a nasal sound. In order to produce it, we lower the soft palate.
LATERAL RELEASE: The release stage of the plosive is produce through the sides of the tongue. We lower the sides of the tongue to produce it. It affects alveolar plosives /t/ and /d/ when they are followed by the alveolar lateral /l/.
SYLLABIC VALUE OF CONSONANTS: A consonant takes on the value of syllabic nucleus. It affects the nasal sounds /m/, /n/ and /ŋ/, the alveolar lateral /l/ and occasionally the post-alveolar approximant /r/.
The /ə/ is elided between two consonants, so the second consonant becomes longer to take up the time of a full syllable.
DENTAL ASSIMILATION: It is an instance of assimilation of place. It affects the alveolar plosives /t/ and /d/ , the alveolar lateral /l/ and the alveolar nasal /n/ under the influence of a following dental fricative /ð/ and /θ/. The tip of the tongue does not articulate with the teeth-ridge but with the upper teeth.
POST-ALVEOLAR ASSIMILATION: It is an instance of assimilation of place. It affects the alveolar plosives /t/ and /d/ when they are followed by the post-alveolar sound /r/. The tip of the tongue does not touch the teeth-ridge but a part a little backwards from it. At the same time, the post-alveolar turns into a fricative [ɹ] .
LABIO-DENTAL ASSIMILATION: It is an instance of assimilation of place. It affects the bilabial and alveolar nasals /m/ and /n/ when they are followed by the labio-dental fricatives /f/ and /v/. The articulation of the nasal is produced between the upper teeth and the lower lip.
LABIALISATION: A consonant is produced with noticeable lip rounding. It affects any consonant occurring before the labial-velar approximant /w/ in the same syllable. The lips are rounded anticipating the rounding of the /w/.
Hope it helps!
Friday 9 July 2010
Wednesday 7 July 2010
WISDOM
“Wise men speak because they have something to say; Fools because they have to say something.”
Practical Issues in EFL Teaching
Good News!
Practical Issues in EFL Teaching once more.
Shall we meet by the end of July?
Date: Saturday July 31
Time: 9.00 am to 12.30 am / 13.30 pm to 17.00 pm
Venue: Centro de Idiomas, UNL. (San Jerónimo 1750)
VACANCIES LIMITED
Claudia Piccirilli
Graduate teacher of English (ISPNº1 Estela G. de Cervera, Santa Fe). “Licenciada en Inglés” (Universidad Nacional del Litoral). Masters in Applied Linguistics (Thesis in progress), Universidad Nacional de Córdoba). Head of ISP Nº1. Teaches Phonology and Diction I, III and IV (ISP Nº1), Didáctica Específica (in collaboration with Mgter. Ana Marina Suárez, Licenciatura en Inglés UNL), EFL for the blind (Centro de Idiomas UNL).
Tell me a Story
This session will deal with story telling and how it can be exploited in the classroom. It intends to explore the different aspects involved in the activity. Or is it an art?
Participants will get practical ideas to prepare a story and to get students involved in story telling.
Cristina Rivas
Teacher of English since 1983, graduate from I.S.P. Nº 8 "Alte. G. Brown", Santa Fe. 'Licenciada en Inglés' since 2005, graduate from UNL. She has been teaching children, adolescent and adult courses at AACI Santa Fe since 1985, and has coached students at CYLET, KET, PET, FCE, CAE and TKT courses since 1999. She has been a Cambridge ESOL Oral Examiner for all exams since 1999. Reader on British and American Culture and American Literature at the Translating Programme, I.S.P. Nº 8 "Alte. G. Brown" (Santa Fe); reader on Pedagogy Workshop II and III, Didactics and American Literature at the Teacher Education Programme, I.S.P. Nº 8 "Alte. G. Brown". Reader on Literature and the Cinema at 'Ciclo de Licenciatura en Inglés' (UNL). Formerly also taught at several primary and secondary schools in Santa Fe. She has lectured widely in Argentina on American Literature and Teaching English to Children.
She has also published several articles on EFL teaching, literature and the cinema, and cultural awareness in the EFL class.
Teaching children: Fun is Number One
For several reasons, adult students are motivated to learn, children aren’t. They have only one objective: fun. They want to play and have a good laugh! That is their driving force when learning.
How can we teachers exploit and profit from this “instinct for fun and play” that children bring with them?
In this workshop we will explore the rationale behind the concept of “having fun while learning” based on Carl Rogers’s humanistic view that all learning should be enjoyable.
We will also engage and share a number of tips as to how to make every part of the lesson not only a leaning but also a fun experience.
María Alicia Maldonado
Teacher of English from Instituto Nacional del Profesorado del Paraná (Entre Ríos), Licenciada en Inglés from Universidad Nacional del Litoral and holds the IPA- Certificate of Proficiency in the Phonetics of English from University College London (UK). Lecturer in Language, Phonology and Methology at Instituto Superior del Profesorado N°8 “Alte. Brown” in Santa Fe, where she leads the workshop on ITC and Material Development and a Teaching Workshop. Has lectured in Argentina, Chile and the UK. Has published works on Didactics and Phonetics and Phonology. Reviewer for For Teens and consultant for What’s Up? (Pearson Education).
The Alchemist. Or how to make the most out of very little.
Most of us EFL teachers usually try to cater for learners needs, and we quite often feel that books fall short of options. We can choose between moving ahead in the curriculum (usually followed by just a few students...) or resorting to our creativity to engage learners into this wonderful alchemy of teaching, learning, rapport, motivation... and who knows what else!
In this workshop, I will try to engage participants into exploring possible ways of exploiting a text to optimise its potential and reach each individual learner in the classroom.
Adriana Díaz
Teacher of English (ISP Nro 8 – Santa Fe). Licenciada en Inglés (UNL – Santa Fe). At present reader in English Language and Phonetics and Phonology (ISP Nro 8 – Santa Fe). Fulbright exchange teacher (2006-2007). Has published for CUP (The Standby Book -1997), Advice Bookshop (Animal Farm: Activities – with Ma. Isabel Recamán - 2001), and various EFLT journals and magazines. Has lectured extensively on Language, Phonetics and Phonology and EFLT methodology.
Phonology Ghost Buster
For a long time now, EFL teachers and learners alike have been haunted by beliefs/concepts that discourage both when working towards developing acceptable oral production. These negative ‘ghosts’ need to be busted if we are to avoid frustration and empower learners to improve pronunciation.
This workshop will look at some principles from Cognitive Phonology that might help accomplish those aims.
FEES
FAAPI Members $60-
Non Members $100-
Students $60-
Contact us (0342) 459-9031 from 4.00 pm to 9.00 pm
aspisf@gmail.com
Cruz Roja Argentina 1867 from 4.00 pm to 9.00 pm
Practical Issues in EFL Teaching once more.
Shall we meet by the end of July?
Date: Saturday July 31
Time: 9.00 am to 12.30 am / 13.30 pm to 17.00 pm
Venue: Centro de Idiomas, UNL. (San Jerónimo 1750)
VACANCIES LIMITED
Claudia Piccirilli
Graduate teacher of English (ISPNº1 Estela G. de Cervera, Santa Fe). “Licenciada en Inglés” (Universidad Nacional del Litoral). Masters in Applied Linguistics (Thesis in progress), Universidad Nacional de Córdoba). Head of ISP Nº1. Teaches Phonology and Diction I, III and IV (ISP Nº1), Didáctica Específica (in collaboration with Mgter. Ana Marina Suárez, Licenciatura en Inglés UNL), EFL for the blind (Centro de Idiomas UNL).
Tell me a Story
This session will deal with story telling and how it can be exploited in the classroom. It intends to explore the different aspects involved in the activity. Or is it an art?
Participants will get practical ideas to prepare a story and to get students involved in story telling.
Cristina Rivas
Teacher of English since 1983, graduate from I.S.P. Nº 8 "Alte. G. Brown", Santa Fe. 'Licenciada en Inglés' since 2005, graduate from UNL. She has been teaching children, adolescent and adult courses at AACI Santa Fe since 1985, and has coached students at CYLET, KET, PET, FCE, CAE and TKT courses since 1999. She has been a Cambridge ESOL Oral Examiner for all exams since 1999. Reader on British and American Culture and American Literature at the Translating Programme, I.S.P. Nº 8 "Alte. G. Brown" (Santa Fe); reader on Pedagogy Workshop II and III, Didactics and American Literature at the Teacher Education Programme, I.S.P. Nº 8 "Alte. G. Brown". Reader on Literature and the Cinema at 'Ciclo de Licenciatura en Inglés' (UNL). Formerly also taught at several primary and secondary schools in Santa Fe. She has lectured widely in Argentina on American Literature and Teaching English to Children.
She has also published several articles on EFL teaching, literature and the cinema, and cultural awareness in the EFL class.
Teaching children: Fun is Number One
For several reasons, adult students are motivated to learn, children aren’t. They have only one objective: fun. They want to play and have a good laugh! That is their driving force when learning.
How can we teachers exploit and profit from this “instinct for fun and play” that children bring with them?
In this workshop we will explore the rationale behind the concept of “having fun while learning” based on Carl Rogers’s humanistic view that all learning should be enjoyable.
We will also engage and share a number of tips as to how to make every part of the lesson not only a leaning but also a fun experience.
María Alicia Maldonado
Teacher of English from Instituto Nacional del Profesorado del Paraná (Entre Ríos), Licenciada en Inglés from Universidad Nacional del Litoral and holds the IPA- Certificate of Proficiency in the Phonetics of English from University College London (UK). Lecturer in Language, Phonology and Methology at Instituto Superior del Profesorado N°8 “Alte. Brown” in Santa Fe, where she leads the workshop on ITC and Material Development and a Teaching Workshop. Has lectured in Argentina, Chile and the UK. Has published works on Didactics and Phonetics and Phonology. Reviewer for For Teens and consultant for What’s Up? (Pearson Education).
The Alchemist. Or how to make the most out of very little.
Most of us EFL teachers usually try to cater for learners needs, and we quite often feel that books fall short of options. We can choose between moving ahead in the curriculum (usually followed by just a few students...) or resorting to our creativity to engage learners into this wonderful alchemy of teaching, learning, rapport, motivation... and who knows what else!
In this workshop, I will try to engage participants into exploring possible ways of exploiting a text to optimise its potential and reach each individual learner in the classroom.
Adriana Díaz
Teacher of English (ISP Nro 8 – Santa Fe). Licenciada en Inglés (UNL – Santa Fe). At present reader in English Language and Phonetics and Phonology (ISP Nro 8 – Santa Fe). Fulbright exchange teacher (2006-2007). Has published for CUP (The Standby Book -1997), Advice Bookshop (Animal Farm: Activities – with Ma. Isabel Recamán - 2001), and various EFLT journals and magazines. Has lectured extensively on Language, Phonetics and Phonology and EFLT methodology.
Phonology Ghost Buster
For a long time now, EFL teachers and learners alike have been haunted by beliefs/concepts that discourage both when working towards developing acceptable oral production. These negative ‘ghosts’ need to be busted if we are to avoid frustration and empower learners to improve pronunciation.
This workshop will look at some principles from Cognitive Phonology that might help accomplish those aims.
FEES
FAAPI Members $60-
Non Members $100-
Students $60-
Contact us (0342) 459-9031 from 4.00 pm to 9.00 pm
aspisf@gmail.com
Cruz Roja Argentina 1867 from 4.00 pm to 9.00 pm
Friday 2 July 2010
HAPPY WINTER HOLIDAYS
HAPPY HOLIDAYS TO EVERYBODY!!!!
Recharge your batteries and come back full of energy!
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