tesol italy newsletter, evo article

Letter Vol. XXI, No. 3, June-July 2011

News

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by Stefano MochiTESOL-Italy President

TESOL

In the concluding remarks to his seminalwork, Foundations of Language (2003), R.Jackendoff rejects the idea that linguisticentities are instantiated in the brain assymbols or representations. He looks at them,instead, as structures which are ‘built up ofdiscrete combinatorial units’ (p.422) ofvarious kinds: phonological, syntactic,semantic and so on. What Jackendoffproposes is a view of language consisting ofa series of independent componentshierarchically aligned to each other and tiedtogether by interface systems (e.g. the pointsat which these independent componentsinteract among each other).Borrowing a metaphor from house-building,the architecture of language sketchily illus-trated above appears as a hierarchical con-figuration which the speaker sets up ‘brickby brick’, bricks forming walls, walls provid-ing the pillars on which the upper floors restand so on up to the roof. The metaphor fromhouse-building must not be misleading sinceJackendoff himself calls his work ‘Founda-tions of language’ and the chapter in whichhe presents it as a set of units ‘ParallelArchitecture’. Let’s see, then, in what way language acqui-sition - in particular second language acqui-sition - and house building may share com-mon properties.Different countries have unique ways ofbuilding houses but whatever country wethink of, we expect houses to have founda-tions, pillars, floors, roofs and so on. Let’sconsider the latter to be the ‘properties’ ofthe house, not easily detectable from theoutside. What we certainly know, however,is that various operations are needed toassemble all these elements into place, fromthe foundations to the roof.We also expect houses to have spaces inwhich to sleep, to eat, to rest, to wash, bethey straw huts in the savannah, igloos inthe North Pole or skyscrapers in New York.However, what these houses differ in, is the

It is my pleasure to share our excitementabout TESOL-Italy’s upcoming NationalAnnual Convention. As you already knowit will be held in November on Friday the18th and Saturday the 19th in Rome.After a lengthy investigation of variouscentrally located sites, we opted to holdour convention at the same location aslast year, the SGM conference center inRome. This center is able to comfortablyaccommodate this event including all theplenary sessions, the numerous concur-rent sessions, the social events and thebook exhibition.The title of this year’s convention, Words& Worlds, highlights the dynamic rela-tionship of “words” through languageand communication, and “worlds” of di-verse people all living and learning to-gether. All language teachers know whatthis entails; in fact they are experts in connecting worlds through the use oflanguage. The language classroom, a special culturally and socially diverseenvironment, is a place where words, their meanings and messages are investigat-ed, challenged, understood, and shared.The four subtitles, or subthemes cover different aspects of the world of languageteaching that have been at the forefront of much recent discussion. Contentthrough language, our first subtitle, looks at the trend in language teaching andlearning towards more than just language. Many language courses also involvelearning other things such as science, history, or art. Identity and Diversity, thesecond subtitle examines the human element to our profession: multiculturalclassrooms, intercultural communication, respect for community and individual-ity. Primary Language Education, our third subtitle looks at how initial languagelearning experiences pave the way to successful language acquisition. Languagepolicies in Italy and throughout Europe are part of this scene as they affect theoutcome. Motivation in Language Learning, our fourth subtitle, is linked to theother three in that motivation to learn must be continuously sustained anddeveloped at all times in everyone and everywhere.Now for a little preview of our plenary speakers.We are pleased to announce that Prof Deborah Short, Ph.D, a senior researchassociate at the Center for Applied Linguistics in Washington DC will be address-ing the first and the third subtitle with a talk on recent research for teachers on howbest to integrate language and content instruction from primary on up. John Hirdis a teacher, teacher trainer and author based in Oxford, UK who is being sponsoredby Oxford University Press. His talk will also address the first subtitle, Contentthrough Language, by exploring words and grammar used in the real world.Geraldine Mark, an experienced teacher and author based in the UK is sponsoredby Cambridge University Press. She will be addressing the second subtitle,Identity and Diversity, by looking at profiling grammatical competence through

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WORDS & WORLDS by Beth Ann Boyle

TESOL – Italy Vice President

Foreign Language Learning like moving to a new house?

In This Issue:Foreign Language Learning p. 1

Words & Worlds p. 1

From the Editor p. 2

Food for Thought p. 3

Buzz-Words p. 4

Spell Event p. 5

Webwatch p. 6

Translation in Love p. 7

IWB p. 8

The EVO p. 9

Unification p.11

TESOL-Italy Groups p.12

TESOL-Italy Newsletter June-July 2011

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TESOL Italy Newsletter è unbollettino informativo a circo-lazione interna dell’associa-zione TESOL-Italy. Non è invendita, ma viene distribuitogratuitamente ai membri del-l’associazione.Supplemento a Perspectives,Fall 2008TESOL-ITALYVia Boncompagni, 200187 Roma.Tel 06 4674 2432fax 06 4674 2478e-mail: [email protected] page: www.tesolitaly.orgTESOL-Italy membership duesfor the year 2011:1) ordinary members: • 25,00;2) students under 30 and SSISstudents:• 15,00;3) supportes, schools, univer-sities, agencies:• 60,00(including subscription to En-glishTeaching Forum).Subscription to English Tea-ching Forum (4 yearly issues):• 15,00.TESOL Italy NewsletterEditor: Daniela Cuccurullo. [email protected] board: Beth Ann Boyle, Lucilla Lopriore, Mary BethFlynn, Marina Morbiducci, Stefa-no Mochi, Franca Ricci Stephen-son, Romina Noce, Anna RosaIraldo.

TESOL-Italy’s mission is todevelop the expertise of thoseinvolved in teaching English tospeakers of other languages, andto foster professional growth andactive participation in languageteaching. Its mission includespromoting community understanding of the role oflanguage in a progressivelychanging environment whilerespecting individuals’ languagerights.To achieve this TESOL-Italy• encourages access to andstandards for English languageinstruction, professionalpreparation, continuing educationand student programs;• links groups to enhancecommunication among languagespecialists;• produces high quality programs,services and products• promotes advocacy to furtherthe profession.

DTP Claudio Giacinti

From the Editor's Table

TESOL (Teachers of English to Speakers of Other Languages) ItalyTESOL-Italy, an affiliate of TESOL International, founded by Mary Finocchiaro, is a non-profitorganization of teachers of English in Italy. Its purposes are to stimulate professionaldevelopment, to disseminate information about research, books and other materials related toEnglish, and strengthen instruction and research.TESOL-Italy organizes a national convention every year .Members receive TESOL-Italy Newsletter and Perspectives, the academic journal of theassociation.Officers: Stefano Mochi President; Beth Ann Boyle Vice President; Lina Vellucci SecondVice President; Raffaele Sanzo (MIUR) Honorary President; Patrizia Petruccetti OfficeAssistant (currently Romina Noce).Ex officio members: David Mees, Cultural Attaché, Public Affairs Section, U.S. Embassy,Rome; Maria Paola Pierini, Cultural Affairs Assistant, Public Affairs Section, U.S. Embassy,Rome.Executive Committee: Tiziana Briscese, Elisabetta Burchietti, Letizia Cinganotto, Paolo Coppari(President 2000-2002), Letizia Corbucci, Daniela Cuccurullo, Gabriella D’Amico, RosannaFiorentinoMorozzo (President 1998-2000), Mary Beth Flynn (President 2006-2008), MariaPia Foresta, EnricoGrazzi (President 2002-04), Annarosa Iraldo Invernizzi (President 1994-96), Ritana Leo, LucillaLopriore (President 1996-98), Maria Grazia Maglione, Rosella Manni,Paola Mirti, Marina Morbiducci(President 2008-2010), Carroll Mortera (President 2004-2006), Franca Ricci Stephenson(President 1992-94), Simonetta Romano, Cosma Siani (President 1990-92).National Committee: Executive Committee members and: Anna Maria Basiricò, Agrigento;Gary Belayef, Perugia; Daniela Calzoni, Arezzo; Daniela Cuccurullo, Napoli; Maria IreneDavì, Messina; Maria Donata Fragassi, Foggia; Maurizio Giacalone, Marsala, TP;Annavaleria Guazzieri, Venezia; Esterina La Torre, Mondragone, CE; Anna Mazzeo,Benevento; Anna Maria Nanni, L’Aquila; Maria Antonietta Ortenzi, Roma; Viviana Padovano,Caserta; Ninfa Pagano, Palermo; Luisa Pantaleoni, Bologna; Erricoberto Pepicelli, Beltiglio,BN; Anna Franca Plastina, Rende, CS; Giovanna Saggio, Caltanissetta; Paola Vettorel,Venezia.

“In vacant or in pensive mood”by Anna Rosa Iraldo Invernizzi

Which is the best word to use when we want to wish somebody a restful and happy periodfar from everyday worries? Browsing Wikipedia or a paper or online dictionary we find‘holiday’:“the word holiday comes from the Old English word haligdaeg. The word originallyreferred only to special religious days. In modern use, it means any special day of rest orrelaxation, as opposed to normal days away from work or school” (Wikipedia).Or we look up the word ‘vacation’ in the Oxford Dictionary and we find:“(US)any of theintervals between terms in universities and law courts; the long vacation (in the summer)”.But the full meaning of what this period should be is conveyed by the Italian “vacanza: davacante, dal verbo vacare, latino vacãre, esser vuoto”(Wikipedia).It is this idea of ‘essere vuoto’ that I find most appealing.If we are ‘vuoti’/void/empty, we can make room for the ‘new’ and get ready to start anotherschool year with a renewed, refreshed attitude.We can get ready for the November conventionas Boyle suggests in her article or, as Stephenson says in her ‘Food 4 thought’, look at newsarticles from the perspective of a teacher who wants to start a process [which] may disruptthe normative patterns of society and open up spaces for new voices to be heard; in this waywe can keep motivation high as Lopriore’s ‘Buzz Word’ recommends.Plenty of suggestions and materials can be found and critically read in this first newslettercompletely under the responsibility of the new editor, ranging from the reflections of TESOL-Italy president’s article to the prompts for teachers of Corbucci’s ‘Webwatch’, and from theteachers’ manifold experiences with students – see the ‘Creative Writing Contest’ by Ortenziand Maglione, the ‘Spellevent Report’ by Vellucci or Morbiducci’s ‘Parallel Stories’ - to theupdating on technology by Ciaffaroni and by the EVO group.All this needs new room in our minds. So, buone vacanze!


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Food for thoughtFrom TESOL publications

by Franca Ricci Stephenson

Throughout 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 students

have 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

More About Critical Thinking:Reading Strategies to Build a Critical Literacy Classroom

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Buzz-wordsLucilla Lopriore

Buzz-word: ‘a word or phrase that peoplein a particular group start to use a lot

because they think it is important’

Buzz-word of the day:

* * * * * * * * * *[email protected]

Motivation is among the factors that influence the outcomeof foreign language learning and it has been widelyacknowledged by both practitioners and researchers as acritical determinant of success in language learning. From thewell known research studies by Gardner and Lambert (1972)in the last 40 years there have been several studies on learnermotivation strongly supporting this evidence. Gardner andLambert study showed that success in language acquisitionis largely dependent upon the learner’s affective orientationtowards the target culture.What is motivation? Well, in foreign language learningmotivation is defined as the learner’s orientation with regardto the goal of learning a second language. It is a variabledifference as a learner’s motivation may change over time asa result of external factors.Gardner and Lambert drew a clear distinction between‘integrative’ and ‘instrumental’ motivation.Integrative motivation is “a high level of drive on the part ofthe individual to acquire the language of a valued second-language community in order to facilitate communicationwith that group” (Gardner, et al. 1976: 199). The learner’sattitude to and interest in the target language is so strong thats/he would like to fully integrate into the language community.Instrumental motivation on the contrary refers to the learner’sinterest in the effects of learning a language, specifically thatof an external reward such as getting a better job.Up to 1990, L2 motivation was mainly researched within asocial psychological approach and operationalized tosubsume three components: desire, intensity, and attitude.During the 1990s, researchers started referring to cognitivelyoriented motivational theories. The construct of L2 motivationwas then broadened to acknowledge and include concepts asself-efficacy belief, intrinsic and extrinsic motivation, andexpectancy of success.

Motivation

However, most of the motivational theories fail to take intoaccount the dynamic and temporal nature of motivation.Learners’ initial motivation to learn an L2 is difficult to besustained and often declines over time (Dörnyei & Csizér,2002). “Motivation is more than simply arousing interest. Italso involves sustaining that interest and investing time andenergy into putting in the necessary effort to achieve certaingoals” (Williams & Burden, p. 121). In summary, motivationis multidimensional in nature and it rarely remains constantin practice.New theories about motivation have shifted towards theanalysis of language identity, a tendency welcome by thosewho asked for more qualitative research. “It would be importantnow to focus on the close relationship between identityprocesses and motivational processes and on howengagement in learning might be linked to membership in animagined or real community”. (Dörnyei & Ushioda, 2010)

ReferencesClement, R. Dörnyei, Z. & Noel, K. A. (1994). “Motivation,selfconfidence, and group cohesion in the foreign languageclassroom”. Language learning. 44(3). 417-448.Crookes, G. & Schmidt R. (1991). “Motivation: Reopening theresearch agenda”. Language Learning. 41 (4). 469-512.Deci, E. & Ryan, R. (1985). Intrinsic Motivation and Self-Determination in Human Behaviour. New York: Plenum.Dörney, Z. (1990). “Conceptualizing motivation in foreign-language learning”. Language Learning. 36. 1-25.Dörney, Z. (1994). “Motivation and motivating in the foreignlanguage classroom”. Modern Language Journal. 78. 273-284.Dörney, Z. (2001). Teaching and Researching Motivation.Longman: Pearson Education Limited.Dörney, & Ushioda, (2010). Teaching and ResearchingMotivation. Longman: Pearson.Ely, C. (1986) Language learning motivation: A descriptiveand causal analysis. The Modern Language Journal. 70 (1),28-35Gardner, R. (1976). “Second Language Learning: A SocialPsychological Perspective”. The Canadian ModernLanguage Review. 32. 199.Gardner, R. (1985). Social Psychology and Second LanguageLearning. London: Arnold.Gardner, R. & P. Macintyre. (1991). “An instrumentalmotivation in language study: Who says it isn’t effective”.Studies in Second Language Acquisition. 13. 57-72.Gardner, R. & W. Lambert (1972). Attitudes and Motivationin Second Language Learning. Boston: Newbury.Mihaljevi Djigunovi, J. (2009) Impact of learning conditionson young FL learners’ motivation. In M. Nikolov (ed) Earlylearning of modern foreign languages. Processes andoutcomes (pp. 75-89). Bristol, UK: Multilingual Matters.Nikolov, M. (1999) “Why do you learn English?” “Becausethe teacher is short”: A study of Hungarian children’s foreignlanguage learning motivation. Language Teaching Research.,3 (1), 33-65.Williams, M., & Burden, R. (1997). Psychology for languageteachers. Cambridge: Cambridge University Press.


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On 7th May 2011, TESOL-Italy hosted 42 students in thelocal round of the Global SpellEvent, a worldwideEnglish language spelling competition. This yearstudents from 7 schools from Rome, L’Aquila, Orvietoand Latina participated in the event, which took placeat I.T.T ‘C. Colombo’ in Rome, Italy.The local champion of this year’s event was NicolaBovenzi from liceo Artistico Statale di LatinaStudents from around the world will compete duringthe months of April and May to earn the opportunity toparticipate in the Third Annual Global SpellEventChampionship, to be staged in August 2011 in NewYork City, New York, USA.The Global SpellEvent Championship is sponsored byFranklin Electronic Publishers, Inc., in partnershipwith Teachers of English to Speakers of OtherLanguages, Inc. (TESOL), and TESOL-Italy.The Global SpellEvent began in 2009 with sevenparticipating countries and has grown to 15 countriesin 2011. The participating countries for 2011 areArgentina, Brazil, Czech Republic, Chile, China, France,Germany, Italy, Mexico, Russia, Senegal, South Korea,Turkey, and the United Emirates.In order to compete at the local event, the students, age15 and under, qualified for participation by competingin some initial rounds of competition in their schools.To prepare for the event, Franklin provided each schoolwith 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:

42 students compete in local round of ThirdAnnual Global SpellEvent Championship

by Lina Vellucci

About FranklinFranklin Electronic Publishers, Inc., is a world leader in electronic handheld information, havingsold some 42million electronic books. Current titles available directly or through partners number more than 116,000 in sixteenlanguages 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 underlyingtechnology to partners, which include Adobe and Sun Microsystems. Franklin’s products areavailable at 49,000 retail outlets worldwide, through catalogs, and online at www.franklin.com.

1. Liceo Scientifico Statale ‘Ettore Majorana’, OrvietoScalo, Terni2. Liceo Artistico Statale di Latina, Latina3. Liceo Scientifico Statale ‘A. Bafile’, L’Aquila4. Istituto d’Istruzione Superiore Statale ‘VittoriaColonna’, Roma5. Istituto Tecnico Commerciale ‘Vittorio Veneto’, Latina6. Istituto Istruzione Superiore Statale ‘D. Cotugno’,L’Aquila7. Istituto Istruzione Superiore ‘Via Salvini, 24’, Roma

Here follows a list of the staff.Franklin Representative/ Marketing Manager/FranklinGermany: Ms. Anja HeinigTESOL Board Member Judge: Mrs. Diane CarterTESOL Staff Member Judge: Mr. John SegotaHost: Mrs. Beth Ann BoylePronouncers: Mrs. Rosanna Fiorentino Morozzo andMr. Paolo CoppariScorekeepers: Ms. Mary Beth Flynn and Anja Heinig

Franklin Distributor Italy Business Development Italy:Mr. Antonio BarbieriTesol-Italy 2011 SpellEvent Coordinator: Ms. LinaVellucciFor more details on the Global Spell EventChampionship, please visit: www.spellevent.org


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WebWatch

by Letizia Corbucci

Dear 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 yourmoney! To make the most out of your wishes you can check the followingwebsites out! You might find a good discount waiting for you!

ITIC Cardhttp://712educators.about.com/cs/webresources/a/discounts.htmHere you can find instructions to get the International Teacher IdentityCard (ITIC.) It offers special discounts, privileges and benefits to full-timeteachers and professors. To apply for the ITIC, you need proof that you area full-time teacher, professor or instructor at an accredited educationalestablishment. You must be employed for a minimum of 18 hours per weekfor a minimum of one academic year

Travellinghttp://www.statravel.com/cps/rde/xchg/us_division_web_live/hs.xsl/teacher-discounts.htmSTA Travel has negotiated teacher discounts on many of the world’s topairlines.Whether you are looking for a quick domestic trip, or a multi-continentRound the World adventure, they have discounted teacher airfare for youhttp://www.educatorstravel.com/Educators Travel Network is a membership based travel network forfriendly, congenial people who work in or retired from the field ofeducation.http://www.discounttravel4teachers.com/Discount Travel 4 Teachers is the premier online travel planning and flight-booking site, dedicated to teachers and their families.

Teachers’ supplyhttps://store.schoolspecialtyonline.net/Teachers will find an extensive assortment of Arts & Crafts items,including the lowest price on construction paper, crayons, paints, and glue.You’ll also discover a wide selection of classroom furniture, carpets,dramatic play, language, manipulatives, and other popular educationalitems at unbeatable prices.

Online and high street shopshttp://teachers.psdiscounts.com/Whether you are a teacher, lecturer or other member of staff who worksin the education sector, this discounts website is for you.Enjoy your summer and remember: Who is rich? He that is content. (B.Franlkin)

Teachers this is for you:

Teachers’ discount! Visit TESOL Italy Website

www.tesolitaly.org

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WORDS & WORLDS by Beth Ann Boyle

in EFL contexts.” And I add that teach-ing time is too limited to indulge in lessmeaningful activities and pointless com-petitions. Let’s carefully choose whatwe offer our students.

1. Yujong Park is a researcher at Korea

Institution for Curriculum and Evalua-tion and an adjunct professor at EwhaUniversity2

1. What’s your thinking about neuroen-

hancers? Do you agree to use them? 2

2. Do you have any experience taking

neuroenhancers? 2

3. Do you consider the use of neuroen-

hancers as something that would causeinequality? If you do, to what extent doyou think so? If you don’t, do you thinkthat they actually bring the opportunityof equality, especially in the field ofeducation? 2

4 Do you think the use of these drugs

(neuroenhancers) should become legal-ized?

Food for thought


by Franca Ricci Stephenson

corpora. Prof. Do Coyle is an expert inlearning innovation and motivatinglearning through CLIL. She is also basedin the UK and is sponsored by theBritish Council.As you can see from the plenary speak-ers, our 36th National Convention issomething that you can’t miss! So keepchecking our website and the Newslet-ter for updates - to find out more aboutthe social events and the talks andworkshops planned.


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Translation in Loveby Marina Morbiducci

Parallel storiesWe dare say that translation is presentlyexperiencing a revival in language teaching(let’s consider, in particular, the ground-breaking book by Guy Cook, Translation inLanguage Teaching, OUP, 2010); or better,to be preciser, translation is witnessing anew birth in the classroom not only becausethe linguistic empowerment that has alwaystraditionally provided is being appreciatedanew by teachers, but also in the sense thattranslation is now being studied in its inter-sections with ELF research (see the recentCall For Papers issued by University of

Messina: English as a Lingua Franca:

Implications for Translator and InterpreterEducation).In this column, this time, we will deal witha little bit of theory by way of practice; asPopovic put it, theory has never harmedanyone, and we should really keep in mindthat it is thanks to theoretical studies that thelanguage of translation preserves itself frombecoming “translationese” (see BrunoOsimo, Manuale del traduttore, Hoepli,2003).Typically, we are warned that translation isnever a matter of one-to-one correspondence;the word by word technique does not simplyhold good in all cases; however, the text weare in front of, when we are to translate it, isone and is whole and is a whole, an integraltext, with its own internal laws and meaning,this must be respected; the author is one andthe translator, with a generous action oftransfert, becomes that same person,embodying her/his intended meaning, andtransporting it into her/his target language;when this happens and the transference issuccessfully performed, we have a good,“faithful” translation, otherwise we can have“parallel stories”, as I will shortly show.Indubitably, the translator is a second handwriter (Laura Bocci, interestingly, titled herbook on translation Di seconda mano, Riz-zoli, 2004) accustomed to become someoneelse according to the text s/he is confrontedwith; interpreting from another language,different from her/his native one, s/he cre-ates a sort of programmatic estrangementfrom her/himself, and this is not easy toachieve all the time, especially for those whoare not properly trained. The translator is aperson who has to disappear, to withdrawher/his ego, when s/he is at work (it’s not bychance that Lawrence Venuti wrote his fa-mous The Translator’s Invisibility, A Histo-ry of Translation, Routledge, 1994, 2008):

what a difficult mental operation for a youngmind! (I’m thinking about our students). Atthe same time, , we also face the doubleintersemiotic passage that we perform intranslation, a process so clearly explainedby Bruno Osimo, once again.Drawing from Peeteer Torop’s notion of“total translation” (Peeter Torop, BrunoOsimo [a cura di], La traduzione totale. Tipidi processo traduttivo nella cultura, Hoepli,[1995] 2010), Osimo effectively describesthe four stages: 1- when we read a text to betranslated we are in front of a verbal text; 2-the subsequent level of the text, in thetranslational process, is mental, because theoriginal text (prototext) has not yet becomea written text in another language (meta-text), and this happens at the stage of read-ing; 3- at the stage of writing, when theprototext undergoes the passage of becom-ing a written text in the target language, 4- itthen goes from mental to verbal again, inwritten form.So, summing up: prototext/reading: verbal ’--> mental; metatext/writ-ing: mental ’--> verbal. That’s why trans-lation is so demanding, but also that’s whyit is so necessary: it requires from us to beable to remain among uncertainties, likeacrobats!Let’s consider the excerpt from Lisa KramerTaruschio’s short story Naples to Rome,1964, that I used in my class:The two appeared on the platform nearlyfive minutes before train time, according tothe clock just above their heads. The youngwoman was dressed in black and carried asmall patent leather makeup case; the tallelderly man, who faced the train, had thickwhite hair and a moustache, and his finefeatures were gnarled with concern. Wea-rily, he set the overnight bag he’d beencarrying down next to him. Certainly hewas over sixty, with a slight paunch, but hismanner was distinguished, the look of a manused to better times. In the old days, men likehim met colleagues at the Gambrinus andspent the afternoon over coffee and an ape-ritif discussing politics or art. […]Reflection is an important feature, abso-lutely compulsory in the case of translation,if we want to reproduce, in the interlingualpassage, a text which makes sense. Howeverthe projection of our leap of imaginationsometimes produces a sort of parallel text,quite diverging from the original one. Seewhat happened in my class with the render-ing into Italian of some expressions, appar-

ently quite unambiguous: “according to the clock just above theirheads” =1- come avevano concordato prima con iloro superiori;2- rispettando l’orario dell’orologio intesta;3- accordatisi con l’orologio che sovrasta-va incombendo proprio sulle loro teste.The simple description of “thick whitehair” becomes: “con i capelli bianchiconcentrati”; not to mention the chunk“his fine features were gnarled with con-cern”, fancifully translated as =1- le sue buone caratteristiche eranocontratte con dispiacere2- le sue gradevoli parti del viso eranoscavate con cura3- i suoi tratti delicati erano scomposticon consapevolezza4- i suoi lineamenti erano disfattidall’età5- i suoi lineamenti erano invecchiaticon cura6- i suoi tratti somatici esprimevanopreoccupazione7- le sue parti migliori eranonotevolmente invecchiate.The list could continue, but it is obvious thateven simple words such as “features” and“concern”, can create interpretive problems!There are many parallel stories in mindunderlying such translations, no doubt;“Wearily, he set the overnight bag he’d been

carrying down next to him” becomes:

Indossandola, lui posò per una notte la

valigia.

From another passage used in class, I drew

the definition “fullfledged American” andthat, too, gave way to various versions:uno sbandieratore americano, un agileamericano, un americano al cento percento, un americano con tutti i crismi,un americano modello, un americano atutto tondo, un americano coi fiocchi, unamericano pienamente plagiato, unamericano pienamente integrato, unpieno cittadino sotto la bandieraamericana… (good for July 4th!): there isobviously some work to do with thecreativity of our students, and translationcan help in straightening down such parallelstories…


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IWB (Interactive Whiteboard) for dummiesby Maria Teresa Ciaffaroni

Sooner or later language teachers arebound to come across an IWB in theirclassroom, since both state and privateeducation authorities are investing inthis kind of technology and it is estimat-ed that one in seven classes in the worldhave got an IWB. But what can lan-guage teachers do once they have anIWB at their disposal? First they needto know what IWB functions amount to,then they have to figure out what kindof activities can be devised for or per-formed with each function in a languageclass.Let’s start from a definition. An IWB isan interactive display connected to acomputer and a projector which projectsthe computer screen onto the boardwhere you can interact with the compu-ter through a pen or a finger, or otherdevice. On the upside, having an IWBin your class means having a computer,plus a big display, plus some effective, collaborative tools all in one. In addi-tion, if you have an Internet connec-tion, you can get access to a huge arrayof language resources and materials.On the downside, different IWBs useproprietary software which are not com-patible so far. Anyway all currentlyavailable IWBs share more or less thesame tools, so if you learn to use oneyou can use them all.The main IWB functions can be groupedinto 4 areas: writing; visualizing; man-aging multimedia resources; saving/re-cording.

WritingBeing the IWB a board, writing is one ofits key functions. You can write on anIWB using a pen or your finger, thecomputer’s or a virtual keyboard. Nomatter what tool you choose, whateveryou write becomes a digital object whichcan be saved, moved or modified incolour, size and font. Handwriting canbe transformed into typewriting using atext recognition function. You can alsoerase handwritten text using a real or avirtual eraser, while typewritten text canbe erased via the erase function from

the main menu. Unlike traditional black-boards, written text can be stored, re-trieved and used again and again. Writ-ing also includes drawing tools withlines, arrows and shapes. Each drawingcan be saved, moved, or modified in sizeand colour. Hand-traced forms such ascircles or squares can be made perfectly

regular through a shape recognitionfunction. Drawings can also be groupedtogether and locked in a special posi-tion on the board. Finally writing toolsinclude a wide range of highlighters andspecial pens which can be used to ma-nipulate text or images.

VisualizingAn IWB is a big display, thus a visualtool on its own, in addition all IWBsprovide some special tools such as aspotlight, a zoom and a curtain. Thespotlight can be moved across the boardto reveal specific sections while the restof the board is shadowed. It can beenlarged or reduced according to needs.The zoom allows you to enlarge or re-duce objects while the curtain is used tohide or reveal what’s on the board, ei-ther horizontally or vertically. You canalso use shapes to hide images or textwhich can be revealed by removing theshapes.

Managing multimedia resourcesMultimedia is one of the main advantag-es of IWBs. Resources of any kind canbe displayed on an IWB provided theyare in digital format. You can copy orinsert images, you can insert audio andvideo files such as music, film clips,radio clips, TV clips or you can add linksto multimedia resources from the Inter-net. Creating links is quite simple. Youjust have to select an object on theboard, right click on it and click on addlink and that’s that. Multimedia resourc-es can be stored in folders in the galleryprovide by all IWB for retrieval.

Saving/recordingIn an IWB you can create as many pagesas you wish, like in a Power Point pres-entation, using the add new page func-tion. Pages can be saved just by select-ing save as from the file menu. IWBshave folders to save your files but youcan create your own and position orarrange them as you like. To open a fileyou just have to double click on it. AllIWBs provide a recording function whichallows you to record both yours or yourstudents’ voice and whatever you do onthe board. This function is particularlyuseful to create tutorials or lessons forrevision.In case you need a more detailed de-scription of IWB functions you can havea look at a series of 9 mini tutorialscreated by Cambridge for an old versionof Mimio IWB. The basic functions theyillustrate are still the same.h t t p : / / w w w . y o u t u b e . c o m /watch?v=lLxVjw1yvRk&feature=related


9

With the advancement of Internet technolo-gy, teachers find it necessary to expand theirknowledge and enhance their technologicalskills to be able to effectively integrate tech-nology into their teaching. One of the tradi-tional ways of doing this is by attending localand/or international conferences e.g. TESOLor IATEFL. However, attending such con-ferences do not come cheap; airfare andlodging, plus conference fees can be veryexpensive. For some teachers, the cost ismore than their monthly salary, and theymay not have access to other sources offunding, thus finding it impossible to traveland participate in traditional forms of pro-fessional development.Recognizing these constraints, the CALL-IStook advantage of the availability oftechnology and the advancements of onlinedistance learning courses and came up withan idea of bringing a similar-high caliberTESOL colloquia, forums, discussions, andworkshops to teachers all over the world thruthe Electronic Village Online (Hanson-Smith& Bauer-Ramazani, 2004). EVO is a five-week session (from January- February)offered entirely online to language teachersworldwide annually. Usually there are about10-12 sessions offered, and some of thesesessions are also presented at the TESOLannual convention.How does EVO differ from onlineprofessional development courses? One ofthe biggest differences is that EVO sessionsare free! The EVO moderators, mentors,coordinators, and participants are allvolunteers. They’re offered by educatorswho have vast experiences and are consideredexperts in using Web tools as part of theirlanguage instructions and/or knowledgeableenough on topic/s of their EVO session.Secondly, participants are not graded.Although there isn’t any money involved,the process of vetting EVO proposals, trainingof EVO moderators, publication of Call forParticipation, and the way the actual sessionsare conducted adhere to the same professionalquality TESOL colloquia, discussions, andworkshops are known for.Here’s a list of EVO sessions that alreadytook place in 2011:http://tinyurl.com/36nxyaw. TESOL Italy sponsored an EVOsession for the first time in 2011 titled, PLEs& PLNs for Lifelong Competencies. Themoderators were Daniela Cuccurullo, LetiziaCinganotto, and Susan Burg. They createdPLE & PNE for Lifelong Learning Com-petencies, learning environments for train-ing teachers on TESOL Italy’s Moodle anda wiki on PBWorks.com. Here’s the link to

The Electronic Village Online Provides Free Professional Development Annually

by Aiden Yeh, Sandra Rogers, Heike Philp, Kalyan Chattopadhyay, Carla Arena & Vance Stevens

(continued on p.10)

their wiki: http://tinyurl.com/3w6uo9m.They had 132 participants for their session!Since this was their first time moderating,they received helped from several EVOmentors throughout the process.Another well-attended session offered in2011 was the Digital Storytelling: FromImages to Motion to Great Stories (http://digistorytelling.pbworks.com). In thissession, participants were introduced tovarious online tools for digital storytellingand learned how to effectively incorporatethose resources into their teaching practices.They explored how images, music, slide-shows, among others, could be used in edu-cational settings for storytelling. By the endof the workshop, participants were able todevelop a digital storytelling plan to pro-mote students’ creativity, engagement andlearning, incorporating digital productioninto their lesson plans. There were around250 educators all over the globe taking thissession. Two of the Digital Storytelling co-moderators - Jane Petring and Mary Hillis -presented the results of the projects theycarried out with their students at the TESOLConvention 2011 in New Orleans. All theideas and resources from Mary Hillis andJane Petring’s presentation, Using 21stCentury Tools to Explore 19th CenturyLiterature , are available at http://educationconnections.pbworks.com.The VIrtual Language Learning and GroupExperience (VILLAGE) session focused onlanguage learning in Second Life (SL). With167 participants signed up on the VIL-LAGE’s Grouply site http://village.grouply.com, and 50 new ones onSL, this proved to be a very lively sessionindeed. Moderators Dennis Newson [Osna-cantab Nesterov], Kalyan Chattopadhyay[Kalyan Horatio], Nahir Aparicio [NahiramVaniva,] Mary Pinto [Mary Rousell], CarolRainbow [Carolrb Roux], and Heike Philp[Gwen Gwasi] conducted 65 live eventswith dual goals. Namely to introduce lan-guage educators on the one hand to theawesome potential of teaching in SL, and onthe other hand to build community. Theirwiki provided the weekly schedule, numer-ous links to SL places, videos, and technicalinformation: http://village2011.pbworks.com. This two-foldapproach resulted in half of those eventsfocused on visiting language learning sites,touring real-life places, and building work-shops. The other half was dominated bybonfire chats and discussions taking place,which gave time and space for adding eachother as friends, adding each other to groups,

and discussing with SL expert teachers. Asummary and a list of the recordings, as wellas testimonials can be found on this page:http://village.grouply.com/page/summary.Another session that’s been running for sev-eral EVO sessions now is Multiliteraciesfor Social Networking and CollaborativeLearning Environments. Course contentwas prepared largely by Vance Stevens withcontributions from Jen Verschoor and NelbaQuintana, and moderators over the yearshave included Nina Liakos and Dennis Oliv-er. The course is archived each year andrenewed continually at http://goodbyegutenberg.com. The course departsfrom most other sessions in that it is con-ceived as an ongoing community event.Whereas other EVO courses tend to startfresh each session with new portals and fewovert connections with participants and ar-tifacts from previous sessions, if any, themultiliteracies course has nurtured its com-munity from the start, and current yearparticipants are often joined in their discus-sions by voices from past renditions. Anoth-er way the course differs is that it adoptscertain principles from MOOCs, or massiveopen online courses (except we replace mas-sive with miniscule in our version of theacronym). In such courses participants areexpected to orient themselves within thecourse, declare their objectives and point ofview, and then essentially make their ownpath through the course, largely throughnetworking with others in the course andbreaking into their own discussions of as-pects of the course that interest them ratherthan rely on having the moderators drive theway the participants progress through thematerial. With that in mind, the course emu-lates real life where the content might beregarded at first as being daunting, when infact it’s presented as a berry bush, where notall the berries are meant to be picked, only themost accessible and appealing. The coursestrives to model how information overflowsin real life but can be managed through aware-ness of the appropriate digital literacy skills.Participants are encouraged to develop eport-folios which state their goals in the courseand document progress made in meeting them.The Electronic Village Online has been pro-viding educators with opportunities for pro-fessional development that go beyond insti-tutional and national boundaries. It has prov-en to be an efficient way to connect profes-sionals in the educational field and to weavethose connections year-long in a more pow-erful network of like-minded educators whosupport each other in their daily activities.


10

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.


The Electronic Village

way they organise their internal ‘archi-tecture’: where the place for eating islocated, where the one for cooking, theone for sleeping and so on. Also, theseplaces may be allocated smaller or great-er spaces in the house. In linguisticterms, we can define the different spac-es the house is divided into its ‘fea-tures’ - which may be more or lessunique from country to country - whilethe operations carried out to turn theindividual spaces into a whole may bedefined as the ‘computational proc-ess’. Yet, even though the latter mayassemble the spaces and the objects inthe house differently from country tocountry, the process per se remainsuniversal: all the combinatorial unitshave to be tied together and none ofthem can be eliminated.Turning to language acquisition, wecan compare the foundations of thehouse to ‘functional projections’ (e.g.the underlying structure that allowswords to be glued together: agreementrelations, auxiliaries, tenses, cases, andso on), the existence of which we takefor granted because we can only see the

facade, the roof and the floors that hidethem. The latter element can be com-pared to ‘lexical items’ (e.g. words andmorphemes), that is to say, the surfacerealizations of the underlying structure.Houses also have different internal prop-erties because they are built up differ-ently, in the same way as languagesfrom the world are or - to extend themetaphor further - we can suppose thatthey do not have a separate room forcooking, for sleeping, etc. Despite this,there must necessarily be a place whereto sleep, even though it might be a ‘nullspace’, that is to say a space not specif-ically devoted to such a function (forexample a bed in the dining-room), in thesame way as elements in language maynot receive phonological realizationeven though they are present in theunderlying structure (e.g the differencebetween ‘I think Ø you are right Vs ‘Ithink that you are right’). Of course, inthe early phases of the house-buildingprocess some foundations (e.g. func-tional projections) are not present andare built gradually over time (e.g. ‘ac-quired’). The same goes for the floors,the facade and so on hiding them (e.g.“lexical items”). This, in my view, iswhat happens in First Language Acqui-sition.

However, when we go abroad, eventhough we may perceive that houses aredifferent from the ones we have experi-ence of in our native country, we are notled to suppose that they have no foun-dations, no roofs, no spaces where tosleep and so on. This, I argue, is whathappens in Second/Foreign LanguageAcquisition. We already know whathouses are made of have: they haveinternal elements (e.g. projections) aswell as external ones (e.g. lexical items).Of course, we may not know exactlywhat their internal structure and formsare or what kind of foundations havebeen laid to build them up (e.g. their‘underlying representation’). Yet, whatwe do know for sure is that all theseelements are, in some way, present, be-cause we have been acquainted withthem (e.g acquired) from observationsof houses in our country (e.g. our nativelanguage).Learning a foreign language, then, islike moving to a new house: what isneeded to feel comfortable in it is just alittle bit of enthusiasm, curiosity and, ofcourse, determination.

ReferencesJackendoff, R. (2002) Foundations of Lan-guage. Oxford: Oxford University Press

Foreign Language Learningby Stefano Mochi(continued from p.1)


11

Unification of Italy Creative Writing Contest

A challenging opportunity to promote language and culture

by Maria Antonietta Ortenzi and Maria Grazia Maglione

This 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 superioriI.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:[email protected] and [email protected]

Join us and winLet your students become successful writers creating their own stories!

NEWS from the GROUPS


12

Tesol Italy GroupsREQUISITI PER IL RICONOSCIMENTO

Si raccomanda a tutti i colleghi impegnati o che intendono impegnarsi nellacostituzione di un gruppo provinciale TESOL-Italy di inviare all’ExecutiveCommittee la seguente documentazione:

1. Elenco nominativo degli iscritti (minimo cinque), con allegata fotocopia della ricevuta del relativo versamentosul 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: [email protected] – tel. 06/6390532) e Paola Mirti (e-mail [email protected] )

1. AGRIGENTOCo-ordinator: Anna Maria BasiricòVia G. L. Bernini, 692100 AgrigentoTel.: 3281916501e-mail:[email protected]

2. BENEVENTOCo-ordinator: Anna MazzeoVia della Città Spettacolo, 782100 BeneventoTel.: 0824313376e-mail: [email protected]

3. CASERTACo-ordinator: Viviana PadovanoVia Caravagliosi, 2381100 CasertaTel.: 3281267993E-mail: [email protected]

4. COSENZACo-ordinator: Anna Franca PlastinaVia XX Settembre, 1987036 Rende (CS)Tel.: 0984443427e-mail: [email protected]

5. L’AQUILACo-ordinator: Annamaria NanniVia Provinciale, 967019 Scoppito (AQ)Tel.: 0862/22607e-mail: [email protected]

6. MESSINACo-ordinator: Irene DavìVia Di Dio – Villaggio Sant’Agata98166 MessinaTel.: 090388525e-mail: [email protected]

7. NAPOLICo-ordinator: Daniela CuccurulloParco Grifeo, 6380121 – NapoliTel.: 3355212156e-mail: [email protected]

8. PALERMOCo-ordinator: Ninfa PaganoVia del Fante, 5690146 PalermoTel.: 3470649695e-mail: [email protected]

9. ROMACo-ordinator: M. Antonietta OrtenziVia G. Lorenzoni, 2000143 RomaTel.: 065916775e-mail: [email protected]

10. VENEZIACo-ordinator: Paola VettorelVia A. Volta, 732034 – Pedavena (BL)Tel.: 3497123701e-mail: [email protected]

To contributors

Please send your contributions in Times New Roman 12 to

[email protected]

[email protected]

The deadline for submitting articles for the 2011September - October issue is September 30th

tesol italy newsletter, evo article

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