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The Electronic Village Online (EVO) coordinators and moderators of TESOL USA co-wrote an article about the online professional development offered annually. See page 9.

The Electronic Village Online (EVO) coordinators and moderators of TESOL USA co-wrote an article about the online professional development offered annually. See page 9.

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    TESOL Italy Newsletter, EVO article TESOL Italy Newsletter, EVO article Document Transcript

    • TESOLForeign Language Learning Letter News WORDS & WORLDS Vol. XXI, No. 3, June-July 2011 by Beth Ann Boylelike moving to a new house? TESOL – Italy Vice President by Stefano Mochi TESOL-Italy President It is my pleasure to share our excitement about TESOL-Italy’s upcoming NationalIn the concluding remarks to his seminal Annual Convention. As you already know In This Issue:work, Foundations of Language (2003), R. it will be held in November on Friday the Foreign Language Learning p. 1Jackendoff rejects the idea that linguistic 18th and Saturday the 19th in Rome. Words & Worlds p. 1entities are instantiated in the brain as After a lengthy investigation of various From the Editor p. 2symbols or representations. He looks at them, centrally located sites, we opted to holdinstead, as structures which are ‘built up of our convention at the same location as Food for Thought p. 3discrete combinatorial units’ (p.422) of last year, the SGM conference center in Buzz-Words p. 4various kinds: phonological, syntactic, Rome. This center is able to comfortably Spell Event p. 5semantic and so on. What Jackendoff accommodate this event including all the Webwatch p. 6proposes is a view of language consisting of plenary sessions, the numerous concur-a series of independent components rent sessions, the social events and the Translation in Love p. 7hierarchically aligned to each other and tied book exhibition. IWB p. 8together by interface systems (e.g. the points The title of this year’s convention, Words The EVO p. 9at which these independent components & Worlds, highlights the dynamic rela- Unification p.11interact among each other). tionship of “words” through languageBorrowing a metaphor from house-building, and communication, and “worlds” of di- TESOL-Italy Groups p.12the architecture of language sketchily illus- verse people all living and learning to-trated above appears as a hierarchical con- gether. All language teachers know whatfiguration which the speaker sets up ‘brick this entails; in fact they are experts in connecting worlds through the use ofby brick’, bricks forming walls, walls provid- language. The language classroom, a special culturally and socially diverseing the pillars on which the upper floors rest environment, is a place where words, their meanings and messages are investigat-and so on up to the roof. The metaphor from ed, challenged, understood, and shared.house-building must not be misleading since The four subtitles, or subthemes cover different aspects of the world of languageJackendoff himself calls his work ‘Founda- teaching that have been at the forefront of much recent discussion. Contenttions of language’ and the chapter in which through language, our first subtitle, looks at the trend in language teaching andhe presents it as a set of units ‘Parallel learning towards more than just language. Many language courses also involveArchitecture’. learning other things such as science, history, or art. Identity and Diversity, the Let’s see, then, in what way language acqui- second subtitle examines the human element to our profession: multiculturalsition - in particular second language acqui- classrooms, intercultural communication, respect for community and individual-sition - and house building may share com- ity. Primary Language Education, our third subtitle looks at how initial languagemon properties. learning experiences pave the way to successful language acquisition. LanguageDifferent countries have unique ways of policies in Italy and throughout Europe are part of this scene as they affect thebuilding houses but whatever country we outcome. Motivation in Language Learning, our fourth subtitle, is linked to thethink of, we expect houses to have founda- other three in that motivation to learn must be continuously sustained andtions, pillars, floors, roofs and so on. Let’s developed at all times in everyone and everywhere.consider the latter to be the ‘properties’ of Now for a little preview of our plenary speakers.the house, not easily detectable from the We are pleased to announce that Prof Deborah Short, Ph.D, a senior researchoutside. What we certainly know, however, associate at the Center for Applied Linguistics in Washington DC will be address-is that various operations are needed to ing the first and the third subtitle with a talk on recent research for teachers on howassemble all these elements into place, from best to integrate language and content instruction from primary on up. John Hirdthe foundations to the roof. is a teacher, teacher trainer and author based in Oxford, UK who is being sponsoredWe also expect houses to have spaces in by Oxford University Press. His talk will also address the first subtitle, Contentwhich to sleep, to eat, to rest, to wash, be through Language, by exploring words and grammar used in the real world.they straw huts in the savannah, igloos in Geraldine Mark, an experienced teacher and author based in the UK is sponsoredthe North Pole or skyscrapers in New York. by Cambridge University Press. She will be addressing the second subtitle,However, what these houses differ in, is the Identity and Diversity, by looking at profiling grammatical competence through (continued on p.10) (continued on p.6)
    • TESOL-Italy Newsletter June-July 2011TESOL Italy Newsletter è un TESOL (Teachers of English to Speakers of Other Languages) Italybollettino informativo a circo- TESOL-Italy, an affiliate of TESOL International, founded by Mary Finocchiaro, is a non-profitlazione interna dell’associa- organization of teachers of English in Italy. Its purposes are to stimulate professionalzione TESOL-Italy. Non è in development, to disseminate information about research, books and other materials related tovendita, ma viene distribuito English, and strengthen instruction and research.gratuitamente ai membri del- TESOL-Italy organizes a national convention every year .l’associazione. Members receive TESOL-Italy Newsletter and Perspectives, the academic journal of theSupplemento a Perspectives, association.Fall 2008 Officers: Stefano Mochi President; Beth Ann Boyle Vice President; Lina Vellucci SecondTESOL-ITALY Vice President; Raffaele Sanzo (MIUR) Honorary President; Patrizia Petruccetti OfficeVia Boncompagni, 2 Assistant (currently Romina Noce).00187 Roma. Ex officio members: David Mees, Cultural Attaché, Public Affairs Section, U.S. Embassy,Tel 06 4674 2432 Rome; Maria Paola Pierini, Cultural Affairs Assistant, Public Affairs Section, U.S. Embassy,fax 06 4674 2478 Rome.e-mail: tesolitaly@gmail.com Executive Committee: Tiziana Briscese, Elisabetta Burchietti, Letizia Cinganotto, Paolo Coppariweb page: www.tesolitaly.org (President 2000-2002), Letizia Corbucci, Daniela Cuccurullo, Gabriella D’Amico, RosannaTESOL-Italy membership dues FiorentinoMorozzo (President 1998-2000), Mary Beth Flynn (President 2006-2008), Mariafor the year 2011: Pia Foresta, EnricoGrazzi (President 2002-04), Annarosa Iraldo Invernizzi (President 1994-1) ordinary members: • 25,00; 96), Ritana Leo, LucillaLopriore (President 1996-98), Maria Grazia Maglione, Rosella Manni,2) students under 30 and SSIS Paola Mirti, Marina Morbiduccistudents:• 15,00; (President 2008-2010), Carroll Mortera (President 2004-2006), Franca Ricci Stephenson3) supportes, schools, univer- (President 1992-94), Simonetta Romano, Cosma Siani (President 1990-92).sities, agencies:• 60,00 National Committee: Executive Committee members and: Anna Maria Basiricò, Agrigento;(including subscription to En- Gary Belayef, Perugia; Daniela Calzoni, Arezzo; Daniela Cuccurullo, Napoli; Maria IreneglishTeaching Forum). Davì, Messina; Maria Donata Fragassi, Foggia; Maurizio Giacalone, Marsala, TP;Subscription to English Tea- Annavaleria Guazzieri, Venezia; Esterina La Torre, Mondragone, CE; Anna Mazzeo,ching Forum (4 yearly issues): Benevento; Anna Maria Nanni, L’Aquila; Maria Antonietta Ortenzi, Roma; Viviana Padovano,• 15,00. Caserta; Ninfa Pagano, Palermo; Luisa Pantaleoni, Bologna; Erricoberto Pepicelli, Beltiglio,TESOL Italy Newsletter BN; Anna Franca Plastina, Rende, CS; Giovanna Saggio, Caltanissetta; Paola Vettorel,Editor: Daniela Cuccurullo. Venezia.danielacuccurullo@virgilio.itEditorial board: Beth AnnBoyle, Lucilla Lopriore, Mary Beth From the Editors TableFlynn, Marina Morbiducci, Stefa-no Mochi, Franca Ricci Stephen- “In vacant or in pensive mood”son, Romina Noce, Anna Rosa by Anna Rosa Iraldo InvernizziIraldo. DTP Claudio Giacinti Which is the best word to use when we want to wish somebody a restful and happy period far from everyday worries? Browsing Wikipedia or a paper or online dictionary we findTESOL-Italy’s mission is to ‘holiday’:“the word holiday comes from the Old English word haligdaeg. The word originallydevelop the expertise of thoseinvolved in teaching English to referred only to special religious days. In modern use, it means any special day of rest orspeakers of other languages, and relaxation, as opposed to normal days away from work or school” (Wikipedia).to foster professional growth and Or we look up the word ‘vacation’ in the Oxford Dictionary and we find:“(US)any of theactive participation in language intervals between terms in universities and law courts; the long vacation (in the summer)”.teaching. Its mission includes But the full meaning of what this period should be is conveyed by the Italian “vacanza: dapromoting community vacante, dal verbo vacare, latino vacãre, esser vuoto”(Wikipedia). understanding of the role oflanguage in a progressively It is this idea of ‘essere vuoto’ that I find most appealing.changing environment while If we are ‘vuoti’/void/empty, we can make room for the ‘new’ and get ready to start anotherrespecting individuals’ language school year with a renewed, refreshed attitude.We can get ready for the November conventionrights. as Boyle suggests in her article or, as Stephenson says in her ‘Food 4 thought’, look at newsTo achieve this TESOL-Italy articles from the perspective of a teacher who wants to start a process [which] may disrupt• encourages access to and the normative patterns of society and open up spaces for new voices to be heard; in this waystandards for English languageinstruction, professional we can keep motivation high as Lopriore’s ‘Buzz Word’ recommends.preparation, continuing education Plenty of suggestions and materials can be found and critically read in this first newsletterand student programs; completely under the responsibility of the new editor, ranging from the reflections of TESOL-• links groups to enhance Italy president’s article to the prompts for teachers of Corbucci’s ‘Webwatch’, and from thecommunication among language teachers’ manifold experiences with students – see the ‘Creative Writing Contest’ by Ortenzispecialists; and Maglione, the ‘Spellevent Report’ by Vellucci or Morbiducci’s ‘Parallel Stories’ - to the• produces high quality programs,services and products updating on technology by Ciaffaroni and by the EVO group.• promotes advocacy to further All this needs new room in our minds. So, buone vacanze!the profession. 2
    • TESOL-Italy Newsletter June-July 2011 Food for thought From TESOL publications More About Critical Thinking: Reading Strategies to Build a Critical Literacy Classroom by Franca Ricci StephensonThroughout the years TESOL Italy has indicated teachers the importance of exposing students to meaningful activities withthe aim of developing their language competence. We have focussed on the nature of reading and the process it entails,we have insisted on the importance of reading strategies in our training courses, we have repeatedly suggested integratinglistening, speaking and writing with reading. Therefore, we are not totally surprised by the article published in the latestissue of TESOL Journal dated March 2011, “Using News Articles to Build a Critical Literacy Classroom in an EFL Setting”,by Yujong Park 1, about developing reading strategies and critical thinking. What I found worth considering is exactly thefact that it links reading strategies and critical thinking. Not a new concept, but one teachers should not forget or neglect.As we wrote in February’s Newsletter, quoting John Beautmont on TESOL Journal of December 2010, “critical thinkingis not a fad or trend and needs to be studied and developed, as it represents a real challenge to teachers”.In her article Ms Park reports on a research carried in an EFL reading class in which students “read and respond” to articlesfrom The New Yorker. The research shows that “when taught to be critical readers of the text, the EFL participants wereable to actively use linguistic resources from the article as well as their own cultural and personal experience to supporttheir ideas and raise questions.” Magazine articles supply the linguistic material to develop both the linguistic competenceand the students’ culture and personal experience. EFL readers, therefore, far from being passive readers, can be stimulatedto express their opinions through debates and response papers. Appropriate reading strategies may lead students not onlyto read a text, but also to respond to its challenges through writing or discussion.The research was carried out in South Korea, with the assumption that teaching reading should involve meaningful practice.Newspapers and magazines were chosen as they offer interesting topics which can be discussed in critical conversationsin class, with the possibility of developing various cultural and personal interpretations.In South Korea English is apparently the most important tool for dealing with global communication, and one of the issuesthe research investigated was “how including critical literacy pedagogy in the EFL classroom through a variety of textualpractices, including reading news articles, interacting with peers, and writing reaction papers, may help createawareness of normative patterns of society [....] In fact, when teachers share critical texts with students and talk withthem about the issues raised in the readings, the process may disrupt the normative patterns of society and open up spacesfor new voices to be heard.”The research analyses the steps taken in the EFL critical literacy reading classroom, the way the students engaged in criticalthinking through the processes of interaction and writing about the article, and draws conclusions about the benefits andchallenges of building a critical literacy curriculum.The articles selected contained several critical topics, but the report was limited to the discussion about the very delicateissue of “brain-enhancing” drugs. The students were asked to read articles about this topic, where different opinions werevoiced: supporters of brain-enhancing drugs argue that these drugs allow people to reach their full potential, while criticswarn that the drugs have not been tested for off-label uses and that some may be addictive or harmful.The research followed the format of action research, as “action research refers to the type of teacher-initiated researchin which teachers look critically at their classrooms for the purpose of improving their own teaching and enhancing thequality of student learning”. The critical issue presented in the article raised wide and active discussions, guided byquestions prepared by the “discussion leaders” in collaboration with the teacher. “Unlike simple comprehension questions,these questions 2 required students to be critically responsive to the issues presented in the article. Not only did studentshave to understand the article, they also had to apply what they read to their own situational contexts. In answering thesequestions, for example, students had to think about the differences and similarities between Korean and U.S. societies.In the process, they also became aware of the competitive Korean educational context.”The action research shows also that the students improved their use of the language in supporting their views; for example,they learned how to distance themselves from opinions through the use of conditionals and adverbs and included culturaland personal experience to support their main claim, while recycling lexical items from the article.With her report Ms. Park strongly reinforces our belief that newspaper and magazine articles can be useful pedagogical toolsfor promoting critical thinking in the EFL reading classroom.I would like to close quoting from the article a few lines I strongly agree with:“As society continues to evolve into a more globalized world, teaching higher order skills to students will be requiredfor the workforce of the future. Because it is so important that students be able to think and process at the levels of analysis,synthesis, evaluation, and interpretation, developing these skills must not be lost in the broader context of simplecomprehension. In this sense, this article provides a meaningful contribution to future directions for teaching literacy (continued on p.6) 3
    • TESOL-Italy Newsletter June-July 2011 However, most of the motivational theories fail to take into account the dynamic and temporal nature of motivation. Learners’ initial motivation to learn an L2 is difficult to be sustained and often declines over time (Dörnyei & Csizér, 2002). “Motivation is more than simply arousing interest. It also involves sustaining that interest and investing time and energy into putting in the necessary effort to achieve certain goals” (Williams & Burden, p. 121). In summary, motivation is multidimensional in nature and it rarely remains constant in practice. New theories about motivation have shifted towards the Buzz-words analysis of language identity, a tendency welcome by those Lucilla Lopriore who asked for more qualitative research. “It would be important now to focus on the close relationship between identity lloprio@tin.it processes and motivational processes and on how engagement in learning might be linked to membership in an ********** imagined or real community”. (Dörnyei & Ushioda, 2010) Buzz-word: ‘a word or phrase that people in a particular group start to use a lot because they think it is important’ References Clement, R. Dörnyei, Z. & Noel, K. A. (1994). “Motivation, selfconfidence, and group cohesion in the foreign language Buzz-word of the day: classroom”. Language learning. 44(3). 417-448. Crookes, G. & Schmidt R. (1991). “Motivation: Reopening the Motivation research agenda”. Language Learning. 41 (4). 469-512. Deci, E. & Ryan, R. (1985). Intrinsic Motivation and Self- Determination in Human Behaviour. New York: Plenum.Motivation is among the factors that influence the outcome Dörney, Z. (1990). “Conceptualizing motivation in foreign-of foreign language learning and it has been widely language learning”. Language Learning. 36. 1-25.acknowledged by both practitioners and researchers as a Dörney, Z. (1994). “Motivation and motivating in the foreigncritical determinant of success in language learning. From the language classroom”. Modern Language Journal. 78. 273-well known research studies by Gardner and Lambert (1972) 284.in the last 40 years there have been several studies on learner Dörney, Z. (2001). Teaching and Researching Motivation.motivation strongly supporting this evidence. Gardner and Longman: Pearson Education Limited.Lambert study showed that success in language acquisition Dörney, & Ushioda, (2010). Teaching and Researchingis largely dependent upon the learner’s affective orientation Motivation. Longman: Pearson.towards the target culture. Ely, C. (1986) Language learning motivation: A descriptiveWhat is motivation? Well, in foreign language learning and causal analysis. The Modern Language Journal. 70 (1),motivation is defined as the learner’s orientation with regard 28-35to the goal of learning a second language. It is a variable Gardner, R. (1976). “Second Language Learning: A Socialdifference as a learner’s motivation may change over time as Psychological Perspective”. The Canadian Moderna result of external factors. Language Review. 32. 199.Gardner and Lambert drew a clear distinction between Gardner, R. (1985). Social Psychology and Second Language‘integrative’ and ‘instrumental’ motivation. Learning. London: Arnold.Integrative motivation is “a high level of drive on the part of Gardner, R. & P. Macintyre. (1991). “An instrumentalthe individual to acquire the language of a valued second- motivation in language study: Who says it isn’t effective”.language community in order to facilitate communication Studies in Second Language Acquisition. 13. 57-72.with that group” (Gardner, et al. 1976: 199). The learner’s Gardner, R. & W. Lambert (1972). Attitudes and Motivationattitude to and interest in the target language is so strong that in Second Language Learning. Boston: Newbury.s/he would like to fully integrate into the language community. Mihaljevi Djigunovi, J. (2009) Impact of learning conditionsInstrumental motivation on the contrary refers to the learner’s on young FL learners’ motivation. In M. Nikolov (ed) Earlyinterest in the effects of learning a language, specifically that learning of modern foreign languages. Processes andof an external reward such as getting a better job. outcomes (pp. 75-89). Bristol, UK: Multilingual Matters.Up to 1990, L2 motivation was mainly researched within a Nikolov, M. (1999) “Why do you learn English?” “Becausesocial psychological approach and operationalized to the teacher is short”: A study of Hungarian children’s foreignsubsume three components: desire, intensity, and attitude. language learning motivation. Language Teaching Research.,During the 1990s, researchers started referring to cognitively 3 (1), 33-65.oriented motivational theories. The construct of L2 motivation Williams, M., & Burden, R. (1997). Psychology for languagewas then broadened to acknowledge and include concepts as teachers. Cambridge: Cambridge University Press.self-efficacy belief, intrinsic and extrinsic motivation, andexpectancy of success. 4
    • TESOL-Italy Newsletter June-July 2011 42 students compete in local round of Third Annual Global SpellEvent Championship by Lina VellucciOn 7th May 2011, TESOL-Italy hosted 42 students in the 1. Liceo Scientifico Statale ‘Ettore Majorana’, Orvietolocal round of the Global SpellEvent, a worldwide Scalo, TerniEnglish language spelling competition. This year 2. Liceo Artistico Statale di Latina, Latinastudents from 7 schools from Rome, L’Aquila, Orvieto 3. Liceo Scientifico Statale ‘A. Bafile’, L’Aquilaand Latina participated in the event, which took place 4. Istituto d’Istruzione Superiore Statale ‘Vittoriaat I.T.T ‘C. Colombo’ in Rome, Italy. Colonna’, RomaThe local champion of this year’s event was Nicola 5. Istituto Tecnico Commerciale ‘Vittorio Veneto’, LatinaBovenzi from liceo Artistico Statale di Latina 6. Istituto Istruzione Superiore Statale ‘D. Cotugno’,Students from around the world will compete during L’Aquilathe months of April and May to earn the opportunity to 7. Istituto Istruzione Superiore ‘Via Salvini, 24’, Romaparticipate in the Third Annual Global SpellEventChampionship, to be staged in August 2011 in New Here follows a list of the staff.York City, New York, USA. Franklin Representative/ Marketing Manager/FranklinThe Global SpellEvent Championship is sponsored by Germany: Ms. Anja HeinigFranklin Electronic Publishers, Inc., in partnership TESOL Board Member Judge: Mrs. Diane Carterwith Teachers of English to Speakers of Other TESOL Staff Member Judge: Mr. John SegotaLanguages, Inc. (TESOL), and TESOL-Italy. Host: Mrs. Beth Ann BoyleThe Global SpellEvent began in 2009 with seven Pronouncers: Mrs. Rosanna Fiorentino Morozzo andparticipating countries and has grown to 15 countries Mr. Paolo Coppariin 2011. The participating countries for 2011 are Scorekeepers: Ms. Mary Beth Flynn and Anja HeinigArgentina, Brazil, Czech Republic, Chile, China, France,Germany, Italy, Mexico, Russia, Senegal, South Korea, Franklin Distributor Italy Business Development Italy:Turkey, and the United Emirates. Mr. Antonio BarbieriIn order to compete at the local event, the students, age Tesol-Italy 2011 SpellEvent Coordinator: Ms. Lina15 and under, qualified for participation by competing Vellucciin some initial rounds of competition in their schools. For more details on the Global Spell EventTo prepare for the event, Franklin provided each school Championship, please visit: www.spellevent.orgwith a participation kit, which included Franklinhandheld electronic English dictionaries and copies ofMerriam-Webster’s Advanced Learner’s Dictionary,which is the source for all words used in the competition.The Merriam-Webster’s Advanced Learner’s Dictionaryis designed to be a resource for both teachers andstudents of English as a secondary language, as itcontains over 100,000 words and phrases, drawings,illustrations, and usage examples to help studentslearn English.The local event hosted by TESOL-Italy featured studentsfrom the following schools: About Franklin Franklin Electronic Publishers, Inc., is a world leader in electronic handheld information, havingsold some 42 million electronic books. Current titles available directly or through partners number more than 116,000 in sixteen languages under license from world-class publishers such as Merriam-Webster, OxfordUniversity Press, Larousse, Langenscheidt, PONS, andHarperCollins, and are focused in four areas: Language Expansion, Language Learning, Reading Enhancement, and Writing Enhancement. Franklin also licenses its underlying technology to partners, which include Adobe and Sun Microsystems. Franklin’s products are available at 49,000 retail outlets worldwide, through catalogs, and online at www.franklin.com. 5
    • TESOL-Italy Newsletter June-July 2011 WebWatch Teachers this is for you: Teachers’ discount! Visit TESOL Italy Website by Letizia Corbucci www.tesolitaly.orgDear Tesolers, this time I don’t want you to think about lesson plans andstudents’ homework anymore! Would you like to go on holiday, to improveyour English, to read a good book or to re-organize your own material fornext year? Whatever you want to do, there is only one rule: save your WORDS & WORLDS by Beth Ann Boylemoney! To make the most out of your wishes you can check the following (continued from p.1)websites out! You might find a good discount waiting for you! corpora. Prof. Do Coyle is an expert inITIC Card learning innovation and motivatinghttp://712educators.about.com/cs/webresources/a/discounts.htm learning through CLIL. She is also based in the UK and is sponsored by theHere you can find instructions to get the International Teacher Identity British Council.Card (ITIC.) It offers special discounts, privileges and benefits to full-time As you can see from the plenary speak-teachers and professors. To apply for the ITIC, you need proof that you are ers, our 36th National Convention isa full-time teacher, professor or instructor at an accredited educational something that you can’t miss! So keep checking our website and the Newslet-establishment. You must be employed for a minimum of 18 hours per week ter for updates - to find out more aboutfor a minimum of one academic year the social events and the talks and workshops planned.Travellinghttp://www.statravel.com/cps/rde/xchg/us_division_web_live/hs.xsl/teacher-discounts.htm Food for thought by Franca Ricci StephensonSTA Travel has negotiated teacher discounts on many of the world’s top (continued from p.3)airlines. in EFL contexts.” And I add that teach-Whether you are looking for a quick domestic trip, or a multi-continent ing time is too limited to indulge in lessRound the World adventure, they have discounted teacher airfare for you meaningful activities and pointless com-http://www.educatorstravel.com/ petitions. Let’s carefully choose whatEducators Travel Network is a membership based travel network for we offer our students.friendly, congenial people who work in or retired from the field ofeducation.http://www.discounttravel4teachers.com/ 1 . Yujong Park is a researcher at KoreaDiscount Travel 4 Teachers is the premier online travel planning and flight- Institution for Curriculum and Evalua-booking site, dedicated to teachers and their families. tion and an adjunct professor at Ewha University 2 What’s your thinking about neuroen-Teachers’ supply 1. hancers? Do you agree to use them?https://store.schoolspecialtyonline.net/ 2 Do you have any experience taking 2.Teachers will find an extensive assortment of Arts & Crafts items, neuroenhancers?including the lowest price on construction paper, crayons, paints, and glue. 2 3. Do you consider the use of neuroen-You’ll also discover a wide selection of classroom furniture, carpets, hancers as something that would causedramatic play, language, manipulatives, and other popular educational inequality? If you do, to what extent do you think so? If you don’t, do you thinkitems at unbeatable prices. that they actually bring the opportunity of equality, especially in the field ofOnline and high street shops education?http://teachers.psdiscounts.com/ 2 Do you think the use of these drugs 4Whether you are a teacher, lecturer or other member of staff who works (neuroenhancers) should become legal-in the education sector, this discounts website is for you. ized?Enjoy your summer and remember: Who is rich? He that is content. (B.Franlkin) 6
    • TESOL-Italy Newsletter June-July 2011 Translation in Love by Marina Morbiducci Parallel storiesWe dare say that translation is presently what a difficult mental operation for a young ently quite unambiguous:experiencing a revival in language teaching mind! (I’m thinking about our students). At “according to the clock just above their(let’s consider, in particular, the ground- the same time, , we also face the double heads” =breaking book by Guy Cook, Translation in intersemiotic passage that we perform in 1- come avevano concordato prima con iLanguage Teaching, OUP, 2010); or better, translation, a process so clearly explained loro superiori;to be preciser, translation is witnessing a by Bruno Osimo, once again. 2- rispettando l’orario dell’orologio innew birth in the classroom not only because Drawing from Peeteer Torop’s notion of testa;the linguistic empowerment that has always “total translation” (Peeter Torop, Bruno 3- accordatisi con l’orologio che sovrasta-traditionally provided is being appreciated Osimo [a cura di], La traduzione totale. Tipi va incombendo proprio sulle loro teste.anew by teachers, but also in the sense that di processo traduttivo nella cultura, Hoepli, The simple description of “thick whitetranslation is now being studied in its inter- [1995] 2010), Osimo effectively describes hair” becomes: “con i capelli bianchisections with ELF research (see the recent the four stages: 1- when we read a text to be concentrati”; not to mention the chunkCall For Papers issued by University of translated we are in front of a verbal text; 2- “his fine features were gnarled with con-Messina: English as a Lingua Franca: the subsequent level of the text, in the cern”, fancifully translated as =Implications for Translator and Interpreter translational process, is mental, because the 1- le sue buone caratteristiche eranoEducation). original text (prototext) has not yet become contratte con dispiacereIn this column, this time, we will deal with a written text in another language (meta- 2- le sue gradevoli parti del viso eranoa little bit of theory by way of practice; as text), and this happens at the stage of read- scavate con curaPopovic put it, theory has never harmed ing; 3- at the stage of writing, when the 3- i suoi tratti delicati erano scompostianyone, and we should really keep in mind prototext undergoes the passage of becom- con consapevolezzathat it is thanks to theoretical studies that the ing a written text in the target language, 4- it 4- i suoi lineamenti erano disfattilanguage of translation preserves itself from then goes from mental to verbal again, in dall’etàbecoming “translationese” (see Bruno written form.So, summing up: prototext/ 5- i suoi lineamenti erano invecchiatiOsimo, Manuale del traduttore, Hoepli, reading: verbal ’--> mental; metatext/writ- con cura2003). ing: mental ’--> verbal. That’s why trans- 6- i suoi tratti somatici esprimevanoTypically, we are warned that translation is lation is so demanding, but also that’s why preoccupazionenever a matter of one-to-one correspondence; it is so necessary: it requires from us to be 7- le sue parti migliori eranothe word by word technique does not simply able to remain among uncertainties, like notevolmente invecchiate.hold good in all cases; however, the text we acrobats! The list could continue, but it is obvious thatare in front of, when we are to translate it, is Let’s consider the excerpt from Lisa Kramer even simple words such as “features” andone and is whole and is a whole, an integral Taruschio’s short story Naples to Rome, “concern”, can create interpretive problems!text, with its own internal laws and meaning, 1964, that I used in my class: There are many parallel stories in mindthis must be respected; the author is one and The two appeared on the platform nearly underlying such translations, no doubt;the translator, with a generous action of five minutes before train time, according to “Wearily, he set the overnight bag he’d beentransfert, becomes that same person, the clock just above their heads. The young carrying down next to him” becomes:embodying her/his intended meaning, and woman was dressed in black and carried a small patent leather makeup case; the tall Indossandola, lui posò per una notte latransporting it into her/his target language; elderly man, who faced the train, had thick valigia.when this happens and the transference issuccessfully performed, we have a good, white hair and a moustache, and his fine From another passage used in class, I drew“faithful” translation, otherwise we can have features were gnarled with concern. Wea- the definition “fullfledged American” and“parallel stories”, as I will shortly show. rily, he set the overnight bag he’d been that, too, gave way to various versions:Indubitably, the translator is a second hand carrying down next to him. Certainly he uno sbandieratore americano, un agilewriter (Laura Bocci, interestingly, titled her was over sixty, with a slight paunch, but his americano, un americano al cento perbook on translation Di seconda mano, Riz- manner was distinguished, the look of a man cento, un americano con tutti i crismi,zoli, 2004) accustomed to become someone used to better times. In the old days, men like un americano modello, un americano aelse according to the text s/he is confronted him met colleagues at the Gambrinus and tutto tondo, un americano coi fiocchi, unwith; interpreting from another language, spent the afternoon over coffee and an ape- americano pienamente plagiato, undifferent from her/his native one, s/he cre- ritif discussing politics or art. […] americano pienamente integrato, unates a sort of programmatic estrangement Reflection is an important feature, abso- pieno cittadino sotto la bandierafrom her/himself, and this is not easy to lutely compulsory in the case of translation, americana… (good for July 4th!): there isachieve all the time, especially for those who if we want to reproduce, in the interlingual obviously some work to do with theare not properly trained. The translator is a passage, a text which makes sense. However creativity of our students, and translationperson who has to disappear, to withdraw the projection of our leap of imagination can help in straightening down such parallelher/his ego, when s/he is at work (it’s not by sometimes produces a sort of parallel text, stories…chance that Lawrence Venuti wrote his fa- quite diverging from the original one. Seemous The Translator’s Invisibility, A Histo- what happened in my class with the render-ry of Translation, Routledge, 1994, 2008): ing into Italian of some expressions, appar- 7
    • TESOL-Italy Newsletter June-July 2011 IWB (Interactive Whiteboard) for dummies by Maria Teresa CiaffaroniSooner or later language teachers are the main menu. Unlike traditional black- Managing multimedia resourcesbound to come across an IWB in their boards, written text can be stored, re- Multimedia is one of the main advantag-classroom, since both state and private trieved and used again and again. Writ- es of IWBs. Resources of any kind caneducation authorities are investing in ing also includes drawing tools with be displayed on an IWB provided theythis kind of technology and it is estimat- lines, arrows and shapes. Each drawing are in digital format. You can copy ored that one in seven classes in the world can be saved, moved, or modified in size insert images, you can insert audio andhave got an IWB. But what can lan- and colour. Hand-traced forms such as video files such as music, film clips,guage teachers do once they have an circles or squares can be made perfectly radio clips, TV clips or you can add linksIWB at their disposal? First they need to multimedia resources from the Inter-to know what IWB functions amount to, net. Creating links is quite simple. Youthen they have to figure out what kind just have to select an object on theof activities can be devised for or per- board, right click on it and click on addformed with each function in a language link and that’s that. Multimedia resourc-class. es can be stored in folders in the galleryLet’s start from a definition. An IWB is provide by all IWB for retrieval.an interactive display connected to acomputer and a projector which projects Saving/recordingthe computer screen onto the board In an IWB you can create as many pageswhere you can interact with the compu- as you wish, like in a Power Point pres-ter through a pen or a finger, or other entation, using the add new page func-device. On the upside, having an IWB tion. Pages can be saved just by select-in your class means having a computer, ing save as from the file menu. IWBsplus a big display, plus some effective have folders to save your files but you, collaborative tools all in one. In addi- can create your own and position ortion, if you have an Internet connec- arrange them as you like. To open a filetion, you can get access to a huge array you just have to double click on it. Allof language resources and materials. regular through a shape recognition IWBs provide a recording function whichOn the downside, different IWBs use function. Drawings can also be grouped allows you to record both yours or yourproprietary software which are not com- together and locked in a special posi- students’ voice and whatever you do onpatible so far. Anyway all currently tion on the board. Finally writing tools the board. This function is particularlyavailable IWBs share more or less the include a wide range of highlighters and useful to create tutorials or lessons forsame tools, so if you learn to use one special pens which can be used to ma- revision.you can use them all. nipulate text or images. In case you need a more detailed de-The main IWB functions can be grouped scription of IWB functions you can haveinto 4 areas: writing; visualizing; man- Visualizing a look at a series of 9 mini tutorialsaging multimedia resources; saving/re- An IWB is a big display, thus a visual created by Cambridge for an old versioncording. tool on its own, in addition all IWBs of Mimio IWB. The basic functions they provide some special tools such as a illustrate are still the same.Writing spotlight, a zoom and a curtain. The http://www.youtube.com/Being the IWB a board, writing is one of spotlight can be moved across the board watch?v=lLxVjw1yvRk&feature=relatedits key functions. You can write on an to reveal specific sections while the restIWB using a pen or your finger, the of the board is shadowed. It can becomputer’s or a virtual keyboard. No enlarged or reduced according to needs.matter what tool you choose, whatever The zoom allows you to enlarge or re-you write becomes a digital object which duce objects while the curtain is used tocan be saved, moved or modified in hide or reveal what’s on the board, ei-colour, size and font. Handwriting can ther horizontally or vertically. You canbe transformed into typewriting using a also use shapes to hide images or texttext recognition function. You can also which can be revealed by removing theerase handwritten text using a real or a shapes.virtual eraser, while typewritten text canbe erased via the erase function from 8
    • TESOL-Italy Newsletter June-July 2011 The Electronic Village Online Provides Free Professional Development Annually by Aiden Yeh, Sandra Rogers, Heike Philp, Kalyan Chattopadhyay, Carla Arena & Vance StevensWith the advancement of Internet technolo- their wiki: http://tinyurl.com/3w6uo9m. and discussing with SL expert teachers. Agy, teachers find it necessary to expand their They had 132 participants for their session! summary and a list of the recordings, as wellknowledge and enhance their technological Since this was their first time moderating, as testimonials can be found on this page:skills to be able to effectively integrate tech- they received helped from several EVO http://village.grouply.com/page/summary.nology into their teaching. One of the tradi- mentors throughout the process. Another session that’s been running for sev-tional ways of doing this is by attending local Another well-attended session offered in eral EVO sessions now is Multiliteraciesand/or international conferences e.g. TESOL 2011 was the Digital Storytelling: From for Social Networking and Collaborativeor IATEFL. However, attending such con- Images to Motion to Great Stories (http:/ Learning Environments. Course contentferences do not come cheap; airfare and /digistorytelling.pbworks.com). In this was prepared largely by Vance Stevens withlodging, plus conference fees can be very session, participants were introduced to contributions from Jen Verschoor and Nelbaexpensive. For some teachers, the cost is various online tools for digital storytelling Quintana, and moderators over the yearsmore than their monthly salary, and they and learned how to effectively incorporate have included Nina Liakos and Dennis Oliv-may not have access to other sources of those resources into their teaching practices. er. The course is archived each year andfunding, thus finding it impossible to travel They explored how images, music, slide- renewed continually at http://and participate in traditional forms of pro- shows, among others, could be used in edu- goodbyegutenberg.com. The course departsfessional development. cational settings for storytelling. By the end from most other sessions in that it is con-Recognizing these constraints, the CALL-IS of the workshop, participants were able to ceived as an ongoing community event.took advantage of the availability of develop a digital storytelling plan to pro- Whereas other EVO courses tend to starttechnology and the advancements of online mote students’ creativity, engagement and fresh each session with new portals and fewdistance learning courses and came up with learning, incorporating digital production overt connections with participants and ar-an idea of bringing a similar-high caliber into their lesson plans. There were around tifacts from previous sessions, if any, theTESOL colloquia, forums, discussions, and 250 educators all over the globe taking this multiliteracies course has nurtured its com-workshops to teachers all over the world thru session. Two of the Digital Storytelling co- munity from the start, and current yearthe Electronic Village Online (Hanson-Smith moderators - Jane Petring and Mary Hillis - participants are often joined in their discus-& Bauer-Ramazani, 2004). EVO is a five- presented the results of the projects they sions by voices from past renditions. Anoth-week session (from January- February) carried out with their students at the TESOL er way the course differs is that it adoptsoffered entirely online to language teachers Convention 2011 in New Orleans. All the certain principles from MOOCs, or massiveworldwide annually. Usually there are about ideas and resources from Mary Hillis and open online courses (except we replace mas-10-12 sessions offered, and some of these Jane Petring’s presentation, Using 21st sive with miniscule in our version of thesessions are also presented at the TESOL Century Tools to Explore 19th Century acronym). In such courses participants areannual convention. Literature, are available at http:// expected to orient themselves within theHow does EVO differ from online educationconnections.pbworks.com. course, declare their objectives and point ofprofessional development courses? One of The VIrtual Language Learning and Group view, and then essentially make their ownthe biggest differences is that EVO sessions Experience (VILLAGE) session focused on path through the course, largely throughare free! The EVO moderators, mentors, language learning in Second Life (SL). With networking with others in the course andcoordinators, and participants are all 167 participants signed up on the VIL- breaking into their own discussions of as-volunteers. They’re offered by educators LAGE’s Grouply site http:// pects of the course that interest them ratherwho have vast experiences and are considered village.grouply.com, and 50 new ones on than rely on having the moderators drive theexperts in using Web tools as part of their SL, this proved to be a very lively session way the participants progress through thelanguage instructions and/or knowledgeable indeed. Moderators Dennis Newson [Osna- material. With that in mind, the course emu-enough on topic/s of their EVO session. cantab Nesterov], Kalyan Chattopadhyay lates real life where the content might beSecondly, participants are not graded. [Kalyan Horatio], Nahir Aparicio [Nahiram regarded at first as being daunting, when inAlthough there isn’t any money involved, Vaniva,] Mary Pinto [Mary Rousell], Carol fact it’s presented as a berry bush, where notthe process of vetting EVO proposals, training Rainbow [Carolrb Roux], and Heike Philp all the berries are meant to be picked, only theof EVO moderators, publication of Call for [Gwen Gwasi] conducted 65 live events most accessible and appealing. The courseParticipation, and the way the actual sessions with dual goals. Namely to introduce lan- strives to model how information overflowsare conducted adhere to the same professional guage educators on the one hand to the in real life but can be managed through aware-quality TESOL colloquia, discussions, and awesome potential of teaching in SL, and on ness of the appropriate digital literacy skills.workshops are known for. the other hand to build community. Their Participants are encouraged to develop eport-Here’s a list of EVO sessions that already wiki provided the weekly schedule, numer- folios which state their goals in the coursetook place in 2011:http://tinyurl.com/ ous links to SL places, videos, and technical and document progress made in meeting them.36nxyaw. TESOL Italy sponsored an EVO information: http:// The Electronic Village Online has been pro-session for the first time in 2011 titled, PLEs village2011.pbworks.com. This two-fold viding educators with opportunities for pro-& PLNs for Lifelong Competencies. The approach resulted in half of those events fessional development that go beyond insti-moderators were Daniela Cuccurullo, Letizia focused on visiting language learning sites, tutional and national boundaries. It has prov-Cinganotto, and Susan Burg. They created touring real-life places, and building work- en to be an efficient way to connect profes-PLE & PNE for Lifelong Learning Com- shops. The other half was dominated by sionals in the educational field and to weavepetencies, learning environments for train- bonfire chats and discussions taking place, those connections year-long in a more pow-ing teachers on TESOL Italy’s Moodle and which gave time and space for adding each erful network of like-minded educators whoa wiki on PBWorks.com. Here’s the link to other as friends, adding each other to groups, support each other in their daily activities. (continued on p.10) 9
    • TESOL-Italy Newsletter June-July 2011 The Electronic Village (continued from p.9)Many past participants become active members in the network and end upoffering their own sessions in their area of expertise. It’s an online “entity”that has gained a life of its own and has become an annual meeting point forthose professionals who look for recycling and renewal of their pedagogicalpractices, fresh perspectives, and the constant interaction with other educa-tors. The EVO has become a learning hub for the ones who seek sustainable,ongoing professional development.EVO’s mission statement: The EVO is a creation of TESOL’s CALLInterest Section. In this age of electronic communication, it seems a naturalway to bring the issues of our profession to the international stage. Our goalis to allow learning anywhere, anytime, with as little expense as possible.Thus EVO moderators and trainers are all volunteers, and participants needonly provide their own Internet access to take part in activities. Contributionas a moderator is a significant act of volunteerism, and forms an importantservice to our profession.References: Hanson-Smith, Elizabeth , and Christine Bauer-Ramazani. (2004). Profes-sional Development: The Electronic Village Online of the TESOL CALLInterest Section .TESL-EJ, Volume 8. No. 2.http://tesl-ej.org/ej30/int.html.Foreign Language Learning facade, the roof and the floors that hide However, when we go abroad, evenby Stefano Mochi them. The latter element can be com- though we may perceive that houses are(continued from p.1) pared to ‘lexical items’ (e.g. words and different from the ones we have experi- morphemes), that is to say, the surface ence of in our native country, we are notway they organise their internal ‘archi- realizations of the underlying structure. led to suppose that they have no foun-tecture’: where the place for eating is Houses also have different internal prop- dations, no roofs, no spaces where tolocated, where the one for cooking, the erties because they are built up differ- sleep and so on. This, I argue, is whatone for sleeping and so on. Also, these ently, in the same way as languages happens in Second/Foreign Languageplaces may be allocated smaller or great- from the world are or - to extend the Acquisition. We already know whater spaces in the house. In linguistic metaphor further - we can suppose that houses are made of have: they haveterms, we can define the different spac- they do not have a separate room for internal elements (e.g. projections) ases the house is divided into its ‘fea- cooking, for sleeping, etc. Despite this, well as external ones (e.g. lexical items).tures’ - which may be more or less there must necessarily be a place where Of course, we may not know exactlyunique from country to country - while to sleep, even though it might be a ‘null what their internal structure and formsthe operations carried out to turn the space’, that is to say a space not specif- are or what kind of foundations haveindividual spaces into a whole may be ically devoted to such a function (for been laid to build them up (e.g. theirdefined as the ‘computational proc- example a bed in the dining-room), in the ‘underlying representation’). Yet, whatess’. Yet, even though the latter may same way as elements in language may we do know for sure is that all theseassemble the spaces and the objects in not receive phonological realization elements are, in some way, present, be-the house differently from country to even though they are present in the cause we have been acquainted withcountry, the process per se remains underlying structure (e.g the difference them (e.g acquired) from observationsuniversal: all the combinatorial units between ‘I think Ø you are right Vs ‘I of houses in our country (e.g. our nativehave to be tied together and none of think that you are right’). Of course, in language).them can be eliminated. the early phases of the house-building Learning a foreign language, then, isTurning to language acquisition, we process some foundations (e.g. func- like moving to a new house: what iscan compare the foundations of the tional projections) are not present and needed to feel comfortable in it is just ahouse to ‘functional projections’ (e.g. are built gradually over time (e.g. ‘ac- little bit of enthusiasm, curiosity and, ofthe underlying structure that allows quired’). The same goes for the floors, course, determination.words to be glued together: agreement the facade and so on hiding them (e.g.relations, auxiliaries, tenses, cases, and “lexical items”). This, in my view, is Referencesso on), the existence of which we take what happens in First Language Acqui- Jackendoff, R. (2002) Foundations of Lan-for granted because we can only see the sition. guage. Oxford: Oxford University Press 10
    • TESOL-Italy Newsletter June-July 2011 NEWS from the GROUPS Unification of Italy Creative Writing Contest A challenging opportunity to promote language and culture by Maria Antonietta Ortenzi and Maria Grazia MaglioneThis contest was the follow-up to the project Creative Writing organised last year by TESOL Italy’s Local Group Romewith the support of Oxford University Press. This creative writing competition was addressed both students in the third-form of “scuola media” and secondary school students of Rome. The theme chosen was both challenging and attractiveas this year the 150th anniversary of Unification of Italy is being celebrated.About fifty teachers of English took part in seminars held in December in three schools: L.S.S. “Primo Levi”, L.S.S. “TeresaGullace Talotta” and I.T.T. “Livia Bottardi”. They were given information about the initiative and provided with materials,ideas and ethical and legal rules about the contest. They were also advised to encourage students to write their own stories,poems or comics in English trying to be original and creative. They were asked not to correct their students’ productionsin order to give importance to their creativity.The main objective was to increase students’ awareness of the problems of the Unification as well as to reflect on themeaning of national identity and the sense of state nowadays. Through this project, students could also improve writtenproduction in English, develop their autonomy, cross-curricular skills and use of multimedia resources. The texts couldbe handed-down family stories, memories, thoughts, and reflections about events, characters or problems that marked theUnification of Italy. The key idea was to see how the young generations face these issues from their own personal experienceand point of view.The winning texts were selected by the members of TESOL Italy’s Local Group Rome and the O.U.P educational consultantDonatella Fitzgerald (and the members of TESOL Local Group Rome) considering above all the originality, creativity andeffectiveness of the texts rather than accuracy.Winners were announced at O.U.P.’s National Convention on 21(st) February 2011, and the awarded schools were thefollowing:Scuole Medie S.M.S. “Anna Magnani” Istituto Comprensivo “Via Santi, 65”Scuole secondarie superiori I.P.S.I.A. “De Amicis” I.T.A.S. “G. Garibaldi” L.S.S. “Teresa Gullace Talotta” L.S.S. “ Primo Levi”Students were awarded prizes in two ceremonies held respectively at L.S.S. “Teresa Gullace Talotta” and L.S.S. “PrimoLevi”.If you are interested in participating in the next creative writing contest with your students, please contact us:maortenzi@fastwebnet.it and mg.maglione@libero.it Join us and win Let your students become successful writers creating their own stories! 11
    • TESOL-Italy Newsletter June-July 2011 REQUISITI PER IL RICONOSCIMENTO Tesol Italy Groups Si raccomanda a tutti i colleghi impegnati o che intendono impegnarsi nella costituzione di un gruppo provinciale TESOL-Italy di inviare all’Executive Committee la seguente documentazione:1. Elenco nominativo degli iscritti (minimo cinque), con allegata fotocopia della ricevuta del relativo versamento sul c/c postale n. 15774003 intestato ad Associazione TESOL-Italy, Via Boncompagni 2, 00187 ROMA.2. Verbale dell’assemblea costitutiva del gruppo da cui risultino l’elezione e il nome di un Coordinatore.3. Programma delle attività che il gruppo intende svolgere nel corso dell’anno scolastico.4. L’Executive Committee, preso atto della documentazione prodotta dal gruppo, si riunisce per deliberarne il riconoscimento ed invia successivamente il testo della delibera al Coordinatore.Il Coordinatore del gruppo TESOL-Italy rappresenta a tutti gli effetti l’Associazione nell’ambito della provincia in cuiil gruppo svolge la sua attività ed è tenuto a presentare una relazione annuale in sede di National Committee.I membri del Consiglio di Presidenza e la Segreteria di TESOL-Italy sono a disposizione per qualsiasi eventuale richiestadi ulteriori informazioni.Le colleghe incaricate dall’Executive Committee del coordinamento nazionale dei gruppi sono Simonetta Romano(e-mail: simonetta.romano@infinito.it – tel. 06/6390532) e Paola Mirti (e-mail paola.mirti@tin.it )1. AGRIGENTO 5. L’AQUILA 8. PALERMOCo-ordinator: Anna Maria Basiricò Co-ordinator: Annamaria Nanni Co-ordinator: Ninfa PaganoVia G. L. Bernini, 6 Via Provinciale, 9 Via del Fante, 5692100 Agrigento 67019 Scoppito (AQ) 90146 PalermoTel.: 3281916501 Tel.: 0862/22607 Tel.: 3470649695e-mail:annamaria.basirico@istruzione.it e-mail: annananni@interfree.it e-mail: n-pagano@live.it2. BENEVENTOCo-ordinator: Anna Mazzeo 6. MESSINA 9. ROMAVia della Città Spettacolo, 7 Co-ordinator: Irene Davì Co-ordinator: M. Antonietta Ortenzi82100 Benevento Via Di Dio – Villaggio Sant’Agata Via G. Lorenzoni, 20Tel.: 0824313376 98166 Messina 00143 Romae-mail: mazzeoa@yahoo.it Tel.: 090388525 Tel.: 065916775 e-mail: irenedavi@libero.it e-mail: maortenzi@fastwebnet.it3. CASERTACo-ordinator: Viviana PadovanoVia Caravagliosi, 23 7. NAPOLI 10. VENEZIA81100 Caserta Co-ordinator: Daniela Cuccurullo Co-ordinator: Paola VettorelTel.: 3281267993 Parco Grifeo, 63 Via A. Volta, 7E-mail: info@crossboundaries.it 80121 – Napoli 32034 – Pedavena (BL) Tel.: 3355212156 Tel.: 34971237014. COSENZA e-mail: danielacuccurullo@gmail.co e-mail: plaf@libero.itCo-ordinator: Anna Franca PlastinaVia XX Settembre, 1987036 Rende (CS)Tel.: 0984443427e-mail: annplast@tin.it To contributors Please send your contributions in Times New Roman 12 to danielacuccurullo@virgilio.it or tesolitaly@gmail.com The deadline for submitting articles for the 2011 September - October issue is September 30th 12