Newsletter Spring 2009

EDITOR’S

GREETING

NEWSLETTER
TESOL-UKRAINE
TEACHERS OF ENGLISH TO SPEAKERS OF OTHER LANGUAGES IN UKRAINE CONTENTS Editorial ………………………………………………………….…. Greetings (President, RELO) ……………………………………... TESOL-UKRAINE IN FOCUS:
XIV National TESOL - Ukraine Conference. Kharkiv, April 23-25,2009 “Discovery Learning: Content-Based Learning for EFL / ESP Teacher” (Opening greetings, speeches, reviews, comments, responses)….. ………..... ………… 4 All Ukrainian Student Conference. Crimean Engineering Pedagogical University April 10-11, 2009 “Developing Values in and for Education in a Global World” (is there any article promised?)………………………………………………….…. ……………….. 7 Second TESOL Student Art Festival ……………………………………………………………................................. 8-9 1 2

Dear Friends, Welcome to this new issue of the TESOL-Ukraine Newsletter. We would love to give you a picture of a wide range of the TESOL events in Ukraine. Reading about the XIV National Conference in Kharkiv (April 23-25,2009), you will have an excellent opportunity to come back to those great days of professional communication which opened the new horizons for sharing information and knowledge about the contemporary trends in language education. With our Newsletter we work to support a dimension in education and teachers training: the best practices, resources, and professional solutions to many problems the teachers may face on the way to promoting language education in Ukraine. We are also working to improve the format and feel of the TESOLUkraine Newsletter in response to your feedback. Look at our new information boxes, which give a snapshot of new trends in our publications, showing at a glance exactly how you as an author of the Newsletter could benefit too. We thank those who have submitted articles for this edition of our TU Newsletter, and we invite all of you to suggest what sort of articles you would love to see in the future issues and/or how our newsletter could be most useful to you. All the suggestion should be addressed to [email protected] or [email protected] You are welcome also to use our Forum for the discussion matters. http://tesol-ukraine.at.ua/ Olena Franchuk TESOL Ukraine Newsletter editor on behalf of the TESOL-Ukraine Editorial Board

METHODOLOGY:
American Cultural Phenomenon in English Teaching / Learning Process Alla Kyrda, National Aviation University, Kyiv………………… …………….… Motivating very young learners' communication through TPR 11

Olha Missechko, PhD, Zhytomyr State University……………………. PARTNERSHIP NEWS:
Go open source and share your ESL materials with the world! Elizabeth (Betsy) Lavolette, the University of Hawaii at Mānoa……….…... Using Google Reader for Professional Development Betsy Pfaff Lavolette, the University of Hawaii at Mānoa May be for the next issue if we lack space here ………….………………….. ….………………………………………………………. 26

13

16

19

TESOL-UKRAINE LEADERS’ MEETING MINUTES……… ANNOUNCEMENTS............................................................. .......
29

TESOL-UKRAINE IN FOCUS:

XIV National TESOL - Ukraine Conference. Kharkiv, April 23-25,2009 “Discovery Learning: Content-Based Learning for EFL / ESP Teacher” (Opening greetings, speeches)

XIV National TESOL - Ukraine Conference
On April 23-25, 2009 Kharkiv National Academy of Municipal Economy hosted the participants of XIV TESOL – Ukraine National Conference “Discovery Learning: Content-Based Learning for EFL / ESP Teachers”. As any previous TESOL – Ukraine conference it became an opportunity for the leading English language teachers and lecturers in Ukraine to meet again and exchange their creative ideas, make new contacts and enrich their professional experience. Among the issues under consideration were Content-based Teaching and Learning, Cognitive Exploration of Language and Linguistics, Methods of Language Teaching and Learning, English for Specific Purposes Challenges, Textbooks and Materials Design, Testing and Evaluation, Syllabus Design, Teacher Development, ELT Management, Techniques of Teaching Different Learning Styles, Lingua-Cultural Aspects of Human Communication, Foreign Literature: Innovative Trends in Analysis and others. The terms of conference participation were very flexible. Among the forms offered were Short Sessions, Panel Discussions, Demonstrations, Workshops, and Poster Sessions. If the participants did not prefer any of these forms, they could publish their abstracts only or arrive at the conference as attendees. Experienced professionals, teachers training consultants and Peace Corps volunteers from abroad made their brilliant presentations. The participants of the conference were lucky to attend the workshops and demonstrations of Brian Long, Miles Arbuckle, Julia Johansen, Mary Martin Lane, Peter and Maryann McGuire, Liliana Montoya, Molly Smith, Miranda Wilkerson and Michael Sullivan. For Ukrainian teachers it was a unique opportunity to gain up-to-date language acquisition, get more information about new trends and techniques in a foreign language teaching as well as to have a great pleasure of communication with native speakers and learn more about the culture of the target language country. Kharkiv TESOL members had been looking forward to welcoming their colleagues from the whole country. About 200 devoted English language teachers from Kyiv, Lviv, Rivne, Chernihiv, Poltava, Mykolayiv, Ivano-Frankivsk, Chernivtsi, Dnieprodzerzhinsk, Kamianets-Podilsky, Yalta, Kerch, Vinnitsa, Sevastopol and other Ukrainian cities and villages gathered in the city of Kharkiv to spend three unforgettable days of fruitful and collaborative work. The Plenary Meeting was opened with the greetings from Anatoliy Kuznetsov, Vice-Rector of Kharkiv National Academy of Municipal Economy; Thomas W. Santos, Regional English Language Officer for Ukraine, Armenia, Azerbaijan, Belarus, Georgia and Moldova; Alisa Mykolaychuk, TESOL – Ukraine President. Then the floor was given to three brilliant Plenary Speakers Brian Long, Svitlana Bobyr and Alexander Chebotaryov who made the presentations Content-Based Teaching and Learning, Preparing a FL Teacher of Tomorrow, and Language Development in the Primary Classroom. After the Plenary Meeting the participants of the conference had the opportunity to take part in the work of workshops, demonstrations and interest sessions. In specially equipped auditoriums, using hand-outs and other demonstration facilities the speakers shared their ideas and designed materials with their colleagues encouraging live discussions. All of them impressed the audience with very high level of proficiency, awareness of modern language trends as well as brilliant manner of presentation. On the whole, during three days of the Conference the participants were offered to attend 24 workshops, 9 demonstrations and 10 interest sessions. On the first day of conference the guests of Kharkiv National Academy of Municipal Economy were invited to visit KNAME museum and the Center of Advanced Technologies. On the second day the participants had the chance to make a sightseeing city tour and visit Skovorodinovka, a settlement where Hryhorii Skovoroda, Ukrainian poet, philosopher and composer lived. The participants of the Conference spent three exciting and fruitful days. The goal of the conference was achieved. It was another opportunity for creative, devoted language teachers and lecturers to present the results of their demanding work share their experience and discuss up-to-date problems.

The organizers of the conference are grateful to Alisa Mykolaychuk, TESOL – Ukraine President, Alyona Sukhinina, RELO Assistant at U.S. Embassy in Ukraine, for their support and inspiration and to all participants of the conference for their coming to our city, their active participation, for their understanding and friendly attitude. (From the report of the organizing committee) Reading the report about XIV TESOL – Ukraine National Conference you will know only the facts, looking through the pictures placed on TESOL-Ukraine web site http://tesol-ukraine.at.ua you can’t but have the impression that you are witnessing a significant professional challenge which met with a fantastic response and has inspired the new plans for the future! In preparation of this issue the Editorial Board tried to canvass impressions and opinions from the participants of the Conference as to give our readers more clear picture of the event and raise awareness of the occasion among the TESOLers who missed the chance to be the part of it.

Seeds for the Future!
Here are thanks from the CRIMEA!!! When we attended any good conference, we usually thought, “People did their best!” And it was hard to imagine at that moment that something could be done even better. But this XIV conference came, and the only thing we had to do was to be surprised, to be astonished at how all those things had been prepared. The saying is right which says, ”There’s no limit to perfection.” The conference was incredibly outstanding. It’s hard to imagine anything more perfect. Everything was touched, concerned and thought of – each even little detail. It was just amazing. On behalf of the twelve-participant-Crimean group I would like to express our heartiest gratitude to the Conference Chair Yelena Il’yenko and the excellent team of this terrific University for their most effective job on preparing and running this marvelous Convention, for their sleepless nights and an ocean of bright ideas, for the most hospitable and friendly atmosphere. You are the greatest people and you have arranged the greatest conference which is surely to be remembered by all participants as an outstanding and unforgettable festival of hard work, convenient lodging, delicious food and gorgeous entertainment. Lots of thanks also to Alisa Mikholaichuk, TESOL Ukraine President, Alyona Sukhinina, Lilia Shilo and Mr. Thomas W. Santos for their invaluable support, as well as all presenters and other people who contributed to the success.
Nina Naumenko, Crimean Regional coordinator

I'd like to express my great thanks for well-planned and organized XIV TESOL-Ukraine Conference in Kharkiv City! I know how much efforts should be spent to do it. We could participate in the work of different sections, could present our own presentations; we were given a lot of educational materials on co-operative learning, on project work, hand-outs dealing with resistance and learner-centred approach to teaching English. TESOL helps us to be informed, involved, inspired and active. It's always nice too meet old friends and gain new ones at such conferences! With best regards,
Svitlana Korneliuk, TESOL-Ukraine member, a teacher of English, Okhtyrka gymnasium Sumy region

“We would like to thank the organizers of the TESOL Conference in Kharkiv and send words of gratitude for hospitality, warmth, smiles and loving hearts, guidance and inspiration they had gave us during those days. No wonder we have added this great teachers’ meeting to our list of educational events with real pleasure.

Working as a teacher of English at the specialized school one should be knowledgeable, active and creature as we all know how many efforts should be spare to achieve good results in teaching. Taking part in such kind of conferences every teacher of English hopes to be well informed, to use every opportunity to get to know something new about methodology, news from scientists, researchers in this field of education. Our group of teachers from the Rivne region was impressed by the great number of participants in general (there were about two hundreds of them). The teachers working in higher educational establishments prevailed; they could be easily recognized by the excellent speaking skills. It became a good standard for us, the teachers of secondary schools. During three days we participated in different sections, workshops and presentations. We were answered a lot of questions – how to organize a successful lesson, how to invent the activities that definitely will work and help in future communication, how to train our students true language skills – and it added much to our professional growth and development. The first workshop we attended was “The Economic Crisis” by Mary Martin Lane and this cheerful and warm – hearted person, brilliant professional filled us with radiance and optimism. The activities tested not only our communication skills but general knowledge as well. We looked back into American history and compared the deeds of two presidents – Franklin Delano Roosevelt and Borack Obama. We also could see the parallels between the USA and Ukraine history that could benefit us as citisens. The next workshop which drew our attention was prepared by Fauziya Abliakimova “Teaching English with Songs”. The presenter demonstrated techniques a teacher should use to make his lessons attractive and instructive and promote success in learning English through songs in a language classroom. We were given hand-outs with the texts of the songs which were quite modern and popular with our students and it makes them especially appealing. The spirit of creativity was picked up by Julia Johansen with her search for the ways of to make writing more interesting. To become more skilful in writing poetry we were given examples of composing poems of many kinds – acrostic, haiku and diamond (the last one is widely used by our collages at the lessons). We were asked to write a proverb using two key – words: “writing” and “a sweater”. The example written by us was “A man without writing skills is like a sweater without sleeves” and we illustrated the idea having drawn a colored picture. The proverbs written by other teachers were both entertaining and full of life wisdom. There were some exercises that could be done in a few minutes and some longer ones designed for students to complete them at home. Sharing is a wonderful thing. Henry Drummond says “There is no happiness in having or getting but in giving”. We are grateful to the organizers and participants for sharing with us their ideas and thoughts, their happy hours in the classroom”.
Zoya Kovtun TESOL – Ukraine member, English teacher, Rivne specialized school # 15

THANK YOU ALL! The conference in Kharkiv was a great success!
On behalf of the Organizing Committee of the XIV Annual National TESOL-Ukraine Conference "Discovery Learning: Content-Based Learning for EFL / ESP Teacher" and TESOL-Ukraine Executive Committee I would like to express our deep gratitude to Dr. Thomas W. Santos, Ms Alyona A.Sukhinina and Ms. Lilia P. Shylo, the Public Affairs Section of the U.S. Embassy in Ukraine, for the financial support of the event, permanent encouraging collaboration and competent assistance, as well as for their help in organizing the two-day pre-conference seminar course (April 21,22) by Brian Long for the representatives of different oblasts of Ukraine. Cordial thanks to the Rector of Kharkiv National Academy of Municipal Economy Prof. Lenid Mykolayovych Shutenko, vice-rectors Kuznetsov Anatoliy Ivanovych, Pan Mykola Pavlovych, Stadnyk Grygoriy Vasyliovych, Semenov Vladlen Trohymovych, and to Ms. Olena Ilyenko, Ms Svitlana Zubenko, Ms

Vydashenko and all Conference team including students for hosting the conference and their implementation of such a great event! Special thanks to the Key-Speakers of the Conference Mr.Brian Long, Dr.Svitlana L. Bobyr, Mr.Alexander Chebotaryov for thier outstanding Plenary Speeches! Thanks a lot to TESOL-Ukraine ex-presidents Alla Radu with Svitlana Chugu who provided the necessary information and support, and Nina Lyulkun for her active participation in the website development by leaving a lot of comments, messages and updated info there. TESOL-Ukraine is grateful for the efforts of all who gave so much and worked so hard to make this conference a success. We are thankful to all the participants for their devotion to our TESOL-Ukraine Association, their great professional enthusiasm, suggested topics for discussion, and shared results of their research. Alisa Mykolaychuk, TESOL-Ukraine President Kamianets-Podilsky Ivan Ohienko National University, Co-Chair of the Organizing Committee of the XIV Annual National TESOL-Ukraine Conference "Discovery Learning: Content-Based Learning for EFL / ESP Teacher"

All Ukrainian Student Conference. Crimean Engineering Pedagogical University April 10-11, 2009 “Developing Values in and for Education in a Global World” (is there any article promised?) The Second TESOL Ukrainian Student Art Festival. “CELEBRATE ENGLISH - 2”
Crimea, Sevastopol. January 12 – 14, 2009 Nina Naumenko, English teacher TESOL group from the Institute of Economics and Law, the Sevastopol Affiliate of Moscow Academy of Labor and Social Relations after Shvernik developed a new initiative for the TESOL events: they ran First Winter Student School in January and the First TESOL Ukrainian Student Art Festival “CELEBRATE ENGLISH – 1” in October, 2006. Our TESOL group started arranging the students’ Arts Festivals because we want our students to do more than just Economics or Law. A lot of the students are members of the extracurricular cultural programs which we have at our university. The programs are connected with music, dancing, drama, performance, sports, etc. Cultural activities make students’ life more interesting and exciting. Students are better and more enthusiastic learners if they are involved in different kinds of activities: whatever they choose to do out classes enriches their life, adds harmony to their world. Our students have got used to lots of events that English Teachers arrange here: Conferences, parties, concerts. But Students’ School and the Fest became a special treat for the youth! The events were really successful and the participants expressed their wish to join such events in the future. No wonder that The Student Art Festival “CELEBRATE ENGLISH – 2” held January 12 – 14, 2009 following The Second Winter School, (January 2007) as its successful continuation, became a happy holiday for the young learners who came to Sevastopol from many parts of Ukraine. The language of the festivals was English. As it was a contest the delegations were supposed to prepare a program which included: - a greeting; - a presentation of the native city/town and the educational establishment; - drama performance / musical performance; - vocal group / solo singing; - poetry reciting / storytelling. The performing level of the most teams was amazingly high, and the jury of the Fest were often at a loss trying to choose the best participants.

More and more details could be added to describe the event, but wouldn’t it better to present some of the participants’ feelings and opinions? Here they are: “ Dear Nina Ihorevna! I'm writing to you in order to spread my word about the festival in which my friends and I had an opportunity to participate. To start with I would like to thank you and all your colleagues who took part in the organization of that marvelous Art Festival, for the care and warm attitude towards everybody. You can be sure everything that you had prepared for us was really gorgeous. That's why it was an immense pleasure to take part in the contests. Telling the truth, I'm glad that in this country there are such people like you who are not different to the arts and who take care about youth and their development. That is the exact reason why the feeling of delight and gratitude seized me (and our whole group) while being in your marvelous city. It's relevant to say that it was very easy to plunge into the atmosphere of friendship that you and your colleagues created! It was not a problem to make friends and to communicate with other participants. To be honest, being a cadet of my university, I am slightly worried about the question of nourishment (If you are a cadet - you are hungry 24 hours a day), but your care about that thing was really worthy of thanks! Your lunches and tea-breaks were amazing! To conclude, today is January 28, but I can't still believe that I'm in Irpin, busy with my routine work. My thoughts are still wandering in the streets of your marvelous city. I want back!!! I'm grateful to you for everything you have done for us. Looking forward to participation in your contests next year.” Sincerely yours, Anton Michisor, Irpin “ Well, the moments of happiness are over! We are at home, proud of visiting such a great city as Sevastopol, missing “newly-made” friends. First of all I want to express great thanks to all the organizers of the Art Festival. I will never forget that kind and hospitable, warm-hearted and such an ecstatic atmosphere we were met with. Special thanks for our hotel. It was like we lived in a five-star hotel. The living conditions were incredible indeed. I can’t but mention the miscellaneous excursions. I am very grateful to all of our guides, not only professional ones but also to the students of Academy of Labour and Social Relationships. The trips were really amazing. And at last the festival performing. It was held at a highly professional level. First of all I adored the vocal contest. There were so many pretty girls singing, and their vocal skills were perfect as well. The drama contest was hilarious. I liked all the performances, all of them were unforgettable. I performed as well. I can’t say that performing a woman’s role was so easy. But it was so funny – new feelings, new emotions. To cut the long story short, I would like to ask the organizers of the Festival not to let it slide. Let’s continue this tradition of performing annually.” Thank you very much. Dmitriy Yenygen, Kerch “It was a great privilege for us as schoolchildren to take part in the Second Students’ Art Festival “CELEBRATE ENGLISH - 2”. There is a saying, “Practice makes perfect”. We would like to change it a little bit to “Creativity makes perfect.” This festival was a creative holiday of talents, new ideas, best friends and sparkling impressions! Thanks a lot to the organizers of this festival. It was our second experience of participation in such festivals and we would like them to become a tradition. Many, many thanks! “ Students team from Sevastopol, School #19 “ The Second Students’ Art Festival was really an outstanding event! What a perfect challenge both for students and their educators! What a hard job for the organizers!

I want to thank Nina Naumenko for such an endeavor; everything was foreseen: accommodation, the Festival venue, excursions around the city. The hosts did their best to make participants feel comfortable, to give them every opportunity to show their talents, to communicate, to share their ideas and views. The atmosphere was very warm, creative and welcoming. The teams from different places of Ukraine demonstrated their vocal, reciting and drama skills. The shows were really impressive. It appeared that students were keen both on studies and arts, their educators were not their mentors only, they were like-minded people! This spirit of creative cooperation was the most valuable attainment of the Festival to my mind. I think this Festival should become an annual event, and it is hard to overestimate its importance and value for students and educators! “ Nadezhda Vasylyeva, English teacher, Kerch . Nina Naumenko, an English teacher who works in the Institute of Economics and Law, the Sevastopol Affiliate of Moscow Academy of Labor and Social Relations after Shvernik. Nina Naumenko was among those who started TESOL group in Sevastopol since establishing Ukrainian TESOL Affiliate in 1995. Six Southern TESOL-Ukraine conferences were held in Sevastopol in 1997-2002. More than 700 university and school English teachers from different places of Ukraine took an active part in the workshops and seminars that demonstrated modern communicative EFL teaching methods. In 2004 the Sevastopol Affiliate started running student conferences – the fifth one was held in April, 2008. In addition to the above mentioned events a number of other TESOL seminars and workshops were arranged in Sevastopol. For example, in February 2007 г. they had a meeting with Michael Uyehara, a representative of the US Embassy in Kiev. In November, 2007 they ran a three-days event: the Crimean British Reconciliation Conference –”The CRIMEAN WAR of 1854-55: Modern Views and Conclusions”. The events were supported by a number of foundations such as the Renaissance Foundation, Peace Corps, Public Affairs Section of the US Embassy, as well as some local organizations and private persons.

METHODOLOGY: American cultural phenomenon in English teaching / learning process
Alla Kyrda, Associate professor of the Department of Foreign Languages for Specific Purposes, PhD in Education, TESOL-Ukraine Member, National Aviation University, Kyiv Many reasons, such as the process of globalization, strategic partnership of Ukraine with the USA and potential integration to NATO bring American cultural phenomenon learning into focus nowadays. Domestic and foreign political, social, economic challenges which contemporary Ukrainian society faces today prove the significance of the theme. The purpose of the publication is to show possibilities of integration of polycultural aspects into a foreign language studies, English learning in particular. The results of the introduction should help Ukrainian students develop their language and communication skills, enhance their intercultural awareness and foster mutual understanding between cultures and nations. Though a lot of researchers are engaged in American culture studies, cultural component in the global English language teaching may be one of the most discussable issues. How much, how often, when and where to use culture matters in teaching a foreign language? The ideas range from almost absolute avoiding them (English is the global language, the language of international business, aviation, shipping, computer science etc. irrespective of a particular culture of its learners) to almost absolute focusing on teaching geography, history, literature (culture is the system of collective memory and collective conscience, the specific type of knowledge) and separating Civilization Studies course (or Country and Civilization Studies, or English language throughout the world) from English Language Practice.

According to English course syllabus at Ukrainian non-linguistic universities and faculties the course structure traditionally consists of phonetics – listening comprehension, grammar – learning grammar rules and constructions, practice – speaking, reading and writing professional English. We think that cultural aspect should be included in foreign language studies as an obligatory component of the course structure and content. However, there are more possibilities to introduce cultural phenomenon while having practice (learning professional English). At English lessons for future civil aviation engineers it is appropriate to offer reading and speaking on such themes as American Airlines, USAir, Damin Express Cargo Copter Service, Federal Express or the U.S. Postal Service. English class for airport engineers can cover the following topics: TOPS– Terminal Operations and Planning System developed by American Airlines, MICS – Miami International Cargo System recently activated by Miami Airport, Baltimore/ Washington International Airport and New York International Airport. Future programmers can be motivated by investigation and discussion about Leading computer corporations IBM and Apple, American PC inventors and founders of the major companies Steve Wozniak, Steve Jobs, Gary Kildall, William Gates. Tasks for students of Management Faculty can involve Employment Service in the United States, Methods of recruitment job candidates in the USA, for lawyers – The National Government of the U.S. (executive, legislative and judicial branches), State and Municipal Governments, Political Parties of the United States, for sociologists – Social Customs in the USA, America’s Reading, Youth Culture (subcultures and counterculture) in the US, Role of Women in Making of America. A number of topics can be used for students of all areas of specialty. They are about American history and culture through the prism of dramatically diverse physical geography and US regionalism. E.g., Washington, D.C. (overview of political system, institutions and museums); The South (Slavery and Civil War, Civil rights movement and black poetry); The Southwest (Native Americans, Hispanics and bilingual teaching), The Pacific Northwest (nature preservation and environment protection), Alaska (discovery, its purchase by the USA from Russian Empire, years of “Gold fever”, natural resources). Especially welcomed are such topics as American Values/ European and Asian Values; New York (multiculturalism, skyscrapers, and terrorism) or Higher Education in the United States (system, sources of funding, student exchange programs, scientific research). Fellows can read and speak about historical documents that were very important to the creation and development of the United States (the Declaration of Independence, the Constitution of the United States, the Bill of Rights). Knowing the basic ideas of these documents will help students understand the ideals that the founders wanted for the new country and the kinds of laws and government that they wanted to pass on to future generations. It’s interesting to compare them with major documents of our country (what they are, when they were written, what basic ideas are in them, if the original ideas have been changed over the years). Some classes can focus on developing participants´ cross-cultural awareness – “Melting Pot”/“Tossed-Salad”; Changing Religious Landscape of America; Male-Female Relationships in the USA, The Independence Day and other holidays as reflection of American values. Students of any year of study and area of specialty can be offered the following discussion questions and tasks: • Is it better to study major international languages like English or minority languages for the sake of regional identity? • Should Religion as a school subject include all the major world religions or the majority religion in your country? • How do you think American culture differs from the culture of your own country? • Each country has a set of characteristics and values that form its national identity. Choose and compare things that you think are valued in the United States and in your country (competition, education, family, freedom, friendship, generosity, hard work, having fun, hospitality, individualism, obedience, privacy, independence, tradition, other). • Which words would you use to describe people in your culture/ Americans (aggressive, ambitious, creative, flexible, formal, friendly, group-oriented, informal, materialistic, optimistic, passive, practical, reserved, respectful, rigid, spiritual, time-conscious, other)?

It would be interesting to recall some epoch-making events that affected development of American/ Ukrainian society. For instance, Participation of the USA (as the USSR ally) in the World War II and its transformation into a major military power. Postwar world division into two groups: the capitalist, led by the United States and the communist, headed by the Soviet Union, tension between them and the threat of nuclear war. Entrance of the United States in a “space race” with the Soviet Union in the 1960s, great contribution of numerous American and Ukrainian scientists, designers of space-rocket systems, cosmonauts (Neil Armstrong, Serguiy Koroliov, Volodymir Chelomey) into the space exploration. The greatest cause of change since the 1970s – a personal computer creation thanks to American inventors, founders of leading computer companies, its spreading across the country: in schools, hospitals, businesses (achievements of Ukrainian scientists in this field). The technological advances of the 1980s and 1990s (improved versions of computers, cellular phones, fax machines, electronic mail, the Internet) and appropriate changes in every aspect of life of the United States. New waves of immigrants (many of them from Ukraine) and their contribution in the development of US society. Strategic partnership of Ukraine with the USA, the European Union and Russia (history, political influence, economic links and priorities, social and cultural similarities and differences) and Ukraine’s actual and potential membership with international organizations: UNO, UNESCO, CIS, WTO, EU, NATO, others (goals of the structure, our country’s priorities, motivation, risks and advantages). This approach improves students’ research skills, offers authentic materials to inspire discussions and subject related communication. The class investigates and discusses topics, going from comprehension and reproduction to production. It involves comparing and contrasting, problem solving, brainstorming, sharing experiences and opinions, and performing creative tasks. Such English course not simply develops language competence and communication skills of students, but also motivates and challenges participants, offers professional knowledge, enhances their awareness of cultural matters and promotes tolerance and partnership between cultures and nations. References: 1. American roots: readings on U.S. cultural history / Blanchard K., Root Ch. – NY: Pearson Education, Longman, Inc., 2001. – 218 p. 2. Brogger F.C. Culture, language, text: culture studies within the study of English as a foreign language. – Oslo, Norway: Scandinavian University Press; New York: Distributed by Oxford University Press, 1992. – 146 p. 3. Building bridges: interpersonal skills for a changing world / W.B.Gudykunst, editor. – Boston: Houghton Mifflin, 1995. – 1 v. 4. Coffey M.P. Intercultural advising in English-language programs. – Washington, DC: NAFSA, 1997. 5. Gudykunst W.B. Bridging differences: effective intergroup communication. – Thousand Oaks: Sage Publications, 1998. – 351 p.

E-mail: [email protected]

Motivating very young learners' communication through TPR

Day/ Time: April 3, 2008, 11:30 AM – 12:15 PM Presenters: Olha Missechko, PhD, Associate Professor Chair of FLT Methodology, Zhytomyr State University, Ukraine Myroslava Matys, primary and secondary school teacher of English Private Gymnasium "Or Avner", Zhytomyr, Ukraine E-mail Address: [email protected]

1.5. Craft activities
Craft activities involve children in a more creative process of with the help of the teacher's instructions. The children create things they can be proud of and take home to show to their family. Crafts not only stimulate children’s imagination, but also develop hand-eye co-ordination and inspire peer learning. It's very important to display all what they have made because it gives the children pride in their work and creates positive motivation. It can raise cultural awareness about celebrations and traditions in other countries. There are opportunities for co-operation between learners. Give your instructions to the whole class and then later to small groups or to individual children. Revise the colors and the objects they will need. 'Making Paper Chains' Teacher: Let's make paper chains and decorate our classroom (New Year tree, etc.). Follow my instructions (children can work individually, or in pairs/small groups). 1. Pick up a white paper strip. 2. Put some glue on one end. Glue both ends together. 3. Pick up a blue paper strip. Put the strip through the circle. 4. Put some glue on one end of it. Glue both ends together. 5. Pick up a red paper strip. Put the strip through the circle. 6. Put some glue on one end of it. Glue both ends together. 7. Pick up a yellow paper strip. Put the strip through the circle. 8. Put some glue on one end of it. Glue both ends together. … (paper strips of all colors the children know are involved). Teacher: What pretty paper chains! Let's decorate our classroom with them.

I.

Miming

Miming is more complex than following instructions, because it gives the children more freedom to be creative. Creativity helps to remember language material better. Miming is a good way of presenting, reviewing, or checking understanding of the language. The children may need some thinking time to perform what is described. Use pictures to help the children remember the meaning of the words. Once they understand some of the words, you can gradually remove the pictures. Later, use mime as an input for speaking activity and let the children describe what is happening.

2.1. Miming descriptions 2.1.1. Miming descriptions 1.You are a tree, grow tall.
2. You’re a very bouncy ball. 3. You’re a lady in the rain. 4. You’re a butterfly, fly from one flower to another.

2.1.2. Playing ‘Let’s pretend’
Let’s pretend we are animals. Let’s pretend we are weather forecast.

2.1.3. Guessing from miming

The teacher can let individuals/ pairs/ groups mime and let the rest of the class guess what they are doing.

2.2. Miming actions 2.2.1. Simple actions
1. Take an apple, turn on the water, put the apple under the water and wash it. 2. Take a dish towel and wipe it dry. 3. Eat it as if it tastes great/ very sweet/ very sour, etc.

Operations
'Sewing a Button' 1. Thread the needle. 2. Tie a knot in the end of the thread. 3. Hold the button on the fabric. 4. Pull the needle through the fabric and one of the holes in the button. 5. Bring the needle back through another hole. 6. Repeat until the button is on tightly. 7. Tie a knot in the thread. 8. Cut the thread.

2.2.3. Stories
Stories are highly motivating, rich in language experience, and easy to be followed with bodily and facial movement. Many items of vocabulary, including both animate and inanimate objects, actions, feelings, adjectives, adverbs, prepositions, can be communicated by mime. New words may be introduced before the story or while you are telling it. Be sure to make your movements simple and slow. TPR stories should include repetitions, lots of gestures to make the meaning very clear, dramatic tone of voice to keep a group of children enthralled. This works particularly well to start with traditional folk tales from the children’s own cultural background (‘The Great Big Enormous Turnip’, ‘Three Bares’), or old favourites (‘Little Red Riding Hood’), and move to stories for native speakers (‘The Gingerbread Man’, ‘The Very Hungry Caterpillar’, etc.) . ‘Tammy’s cat’ Tammy has a cat in the chair. The cat runs away. Tammy looks everywhere for the cat. She looks under the table, behind the curtain, into the wardrobe, on the book-shelf, into the bathroom. There's no cat anywhere. She comes back and sits down. Oh! The cat is sleeping in the chair.

2.2.4. Fairy-tails
'The Turnip' Characters: The Turnip, Grandfather, Grandmother, Granddaughter, The Dog, The Cat, The Mouth Once Grandfather planted a turnip seed in his kitchen-garden and forgot about it. The turnip seed grew, and grew, and grew, and turned into a big turnip. One day Grandfather saw looked at it and was very surprised. Grandfather: Oh! What a big turnip we have in our kitchengarden. I want to pull it. One, two, three! It is too big for me. Pulls the turnip. No result. Granny, come here! Help me, please! Waves to Grandmother. Grandmother: All right, Grandfather. I'm coming. Comes and holds Grandfather. Grandfather and One, two, three! … One, two, three! Pulling together. No result. Grandmother: Oh! It is too big for us. Wipe the sweat from brow. Grandmother: Granddaughter, Granddaughter, help us, please! Waves to Granddaughter. Granddaughter: All right, Granny. I'm coming. Comes and holds Grandmother. Grandfather, Grandmother One, two, three! … One, two, three! ... One, and Granddaughter: two, three! Pulling together. No result. Oh! It is too big for us. Wipe the sweat from brow.

Granddaughter: Dog, Dog, come here! Help us, please! The Dog: All right, Granddaughter. I'm coming. Grandfather, Grandmother, Granddaughter and the Dog: The Dog: The Cat: Grandfather, Grandmother, Granddaughter, the Dog and the Cat: The Cat: The Mouse: Grandfather, Grandmother, Granddaughter, the Dog, the Cat and the Mouse: The Turnip: All together: One, two, three! … One, two, three! ... One, two, three! Oh! It is too big for us. Cat, Cat, come here! Help us, please! All right, Dog. I'm coming. One, two, three! … One, two, three! ... One, two, three! Oh! It is too big for us. Mouse, Mouse, come here! Help us, please! All right, Cat. I'm coming. One, two, three! … One, two, three! ... One, two, three! Here I am! Oh! What a big turnip we have!

Waves to the Dog. Comes and holds Granddaughter. Pulling together. No result. Wipe the sweat from brow. Waves to the Cat. Comes and holds the Dog. Pulling together. No result. Wipe the sweat from brow. Waves to the Mouse. Comes and holds the Cat. Pulling together. Fall down. Standing up. Clap their hands.

2.3. Miming and keeping the rhythm
Music and rhythm are a highly motivating part of ELT for children. A chant is like a song without music, or a poem with a very marked rhythm. Combination of music, rhythm and simultaneous action enhances the process of language acquisition. It is worth remembering also that music and rhythm are good warmers-up. They tune the children into English lesson and help them remember what they had learned. Besides you can use songs and chants in the middle of a lesson as a break from another activity, or at the end, to round a lesson off. Rhymes and songs teach pronunciation, intonation and stress in a natural way. They are very good to teach vocabulary and structures because most of them use repetitive language. They help build confidence and make the children feel close to one another. Repeating the words and doing the actions bring the children closer to real life communication. Once the class knows the rhyme/chant/song pretty well, you can divide them into groups and give each group part of it. Actions to the words being the first step, the further steps include children’s singing songs, clapping the rhythm, humming the tune to the music, reciting rhymes and chants.

2.3.1. Rhymes
'Two Hungry Crocodiles' Two hungry crocodiles waiting at the gate With both hands in front, make One called Sally, one called Kate snapping actions of crocodile’s jaws Go away Sally Put right arm behind Go away Kate Put left arm behind Come back Sally Bring right arm back Come back Kate Bring left arm back Variation: You can change the rhyme by substituting other animals, verbs or places: Two pretty parrots sitting on the gate… Fly away Sally, fly away Kate Two lazy lions lying by the chair… Run away Larry, run away Claire Two little brothers playing with a ball… One called Peter, one called Paul etc.

2.3.2. Chants
‘Food Train’ Children are miming the movements of a train following the rhythm of the chant. What is the train bringing? Bacon and eggs. • ⋅ ⋅ • (Each line is repeated 4 times,

Apples and pears. •⋅⋅• Bread and butter. •⋅•⋅ Plums and custard. • ⋅ • ⋅ Cheese and biscuits. • ⋅ • ⋅ Fish and chips. •⋅• Chocolate cake. •⋅• Ice cream. •⋅ Oo-oo-oo-oo-oo-oo-oo-ooo!

children are moving according to the rhythm)

2.3.3. Short poems
'Nock-nock' 'Nock-'nock. Pretend to nock. 'Who is 'that? It's 'grandma's 'pussycat. Put your fingers around your eyes like glasses for grandma; put you hand behind you and wave it to represent a cat's tail. 'What do you 'want? A 'bowl of 'honey. Cup your hands in front of you. 'Where is your 'money? Put both palms out, expressing 'where', and rub your thumb and first two fingers for 'money'. 'In my 'pocket. Tap your pocket. 'Where is your 'pocket? Pretend to put your hand in your pocket. 'I can't 'find it! Hit your forehead with your open palm. 'What a 'silly 'pussycat! Shake your finger at the cat.

2.3.4. Songs II. 3.1. Storytelling
Telling and reading stories to children should be a central part of primary language teaching classes. Give the children time to appreciate your acting out the story and to feel how it contributes to the meaning of the story. Don’t forget to involve the children to pick up the repeated dialogues, mime the story, and chant the words they had managed to memorize. It would be only natural to develop storytelling into role-playing. First, the teacher should divide the story, with the children’s help, into different scenes. Then, discuss what you will need (you can use real objects, or their pictures, or even ask the children themselves to represent objects in the story) and allocate roles. It is worth appointing a narrator who will introduce the scene and characters, say what props are supposed to be used, lead the narration. The children can dress up as a fictional character or draw their character on a piece of paper and hold it in front of themselves. Having masks and using make-up will also do.

Acting out

Acting out (drama) is valuable in language teaching, because when children are pretending to be someone else, especially if they are wearing a costume or a mask, they will very often feel and speak more freely.

3.1.1. Invented stories
‘A Cat Wants to Have a Friend’ A cat wants to have a friend. It looks at everyone who passes by. Everyone who passes by asks, "Little cat! Little cat! What do you want?" And the little cat says, "I want to have a friend". A dog passes by and says, "Do you want me to be your friend?" "Sing me a song," says the cat. - "Bow, wow, wow," says the dog. "I don't like your song," says the cat. "I don't want to be y our friend". A cock passes by and says, "Do you want me to be your friend?" "Sing me a song," says the cat. - "Cock-a-doodle-doo" says the cock.

"I don't like your song," says the cat. "I don't want to be your friend". Then a mouse passes by passes and says, "Do you want me to be your friend?" "Sing me a song," says the cat. - "Piu, piu," says the mouse. "Oh! I like your song," says the cat. "Let's be friends". What a funny little mouse! It want's to play with the cat!

3.1.2. Language experience stories
An activity suggested by Caroline Linse (1983) – a group-authored story written about a shared experience, e.g. the class could be engaged in making paper hats (of different colors) and then describe the activities as a sequence of movements.

3.1.3. Picture stories
Children together with the teacher go over a sequence of pictures, demonstrate their understanding by pointing to specific items in a picture or to particular picture in the sequence. As an extension activity, they can direct the teacher or each other (when they work in pairs or small groups), using the pictures as their guide (N. Takahashi & M. Frauman-Prickel 1999).

3.2. Natural action dialogues
Playing hide-and seek Teacher suggests playing hide-and seek. Children find the place in the classroom (playground) to hide. One child is counting up to ten. Then s/he walks around the place and tries to find where the other children are hiding. S/he comments as s/he walks like 'I can see … under the desk'. The teacher can ask: 'Where's …?' or 'Who's hiding behind the bookcase?', etc. Children can also give hints like 'Where am I? Find me.' Children go out of their hiding place only if their location is traced correctly.

Role-playing
‘Going to the Doctor’s’ Description: The children learn how to describe common ailments and role-play being at the doctor's. Material: An overall, a toy stethoscope (if available) or an improvised one with a bit of rubber or plastic tubing; a picture of a doctor. 1Show the picture of the doctor and ask the children if they know who it is and if they have ever been to the doctor's. Ask if they know the name of their doctor. (This stage could take quite a long time if the children want to regale you with all the illnesses they've had. You will need to use your own discretion depending on how long the lesson lasts.) 2Hold your head and start moaning: Oh, oh, I've got a headache. Then hold your stomach, moan, and say: I've got stomach-ache. Then put your hand on your jaw and say: I've got toothache. Wipe your brow and say: I've got a temperature. Pretend to sneeze and say: I've got a cold. 3Do this once or twice then call out one of the children. Say: I've got a headache and see if she/he can mime the action. Do this with other children and the other expressions. 4Call out one of the children to do a mime and the other children have to say: headache, toothache etc. 5Drill the sentences, getting the children to mime as they say them. 6Put on the overall and put the stethoscope round your neck and say: I'm the doctor. Ask for a volunteer to come out and be the patient. 7Ask the 'patient': What's the matter with you? 8Get her/him to mime and say: I've got... 9Pretend to write a prescription and say: Here you are. Repeat this with one or two more children and then let them do the role-play in pairs. References

Asher, James J. 1977. Learning Another Language Through Actions: The Complete Teacher's Guidebook. 1 ed. Los Gatos, CA: Sky Oaks. Linse, Caroline. 1983. The Children's Response. TPR and Beyond. 1st ed. Alemany Press, a division of Janus Book Publishers, Inc. Nelson, Gayle, and Thomas Winters. 1993. Operations in English. Brattleboro, Vermont. Pro Lingua Associates. Ray, Blaine, and Contee Seely. 1997. Fluency Through TPR Storytelling. Bakersfield, CA: Command Performance Language Institute. Reilly Vanessa, and Sheila M.Ward. 1997. Very Young Learners. Oxford. Oxford University Press. Roth, Genevieve. 1998. Teaching Very Young Children. Pre-school and Early Primary. London. Richmond Publishing. Seely, Contee, and Elizabeth K. Romijn. 1998. TPR Is More Than Commands – At All Levels. 2nd ed. Berkley, CA: Command Performance. Slattery, Mary and Jane Willis.2001. English for Primary Teachers. Oxford. Oxford University Press. Takahashi, Noriko, and Maxine Frauman-Prickel. 1999. Action English Pictures. Burlingame, Cal. Alta Book Center Publishers.
st

PARTNERSHIP NEWS: Go open source and share your ESL materials with the world!
By: Elizabeth (Betsy) Lavolette Going open source with your teaching materials by putting them on the Internet is rewarding at any stage in your career. For those of us about to enter the job market, doing so should be a high priority because your page of materials can double as an electronic portfolio. What is open source? “Open source” has become a common phrase, even outside the circles of the technology-minded. We hear most often about open-source software, which includes such widely used applications as the Firefox web browser. As a language educator, you may also be familiar with an open-source audio editing program, Audacity. In addition to software, open-source operating systems, intended as alternatives to proprietary systems like Microsoft Windows or Mac OS, are becoming increasingly popular as they become easier to use: Ubuntu, a Linux-based operating system, is known for being user-friendly. The term “open source” has even been applied to education, most famously by MIT OpenCourseWare (http://ocw.mit.edu). So, what does “open source” mean? This label was first applied to software that allows access to its source code. This access enables users to modify the software, which is something that most commercial software vendors, such as Microsoft and Apple, work very hard to prevent. While most open-source materials do not require payment, the two concepts of “free”—no cost and freedom of access to source code —do not necessarily imply each other. Why should educators be concerned about anything open source? You may be saying to yourself, “I’m not a programmer. I don’t care if software is open source—I just don’t want to pay for it.” However, in analogy to the issues of software, consider the issue of proprietary versus open-source educational materials. Naturally, as educators, we would like free (i.e., no cost) access to educational materials. However, we would also like the freedom to modify those materials, that is, adapt them to our situations and our students. The content of a textbook is owned by a publishing company, and while that company may allow you to adapt the content, the company is unlikely to provide you with editable electronic versions of that content. This makes it more difficult to effectively use the content. Other arguments can be made for the value of open-source content in education. As Vessels (2001– 2007) said, “The advances in all of the arts and sciences, indeed the sum total of human knowledge, is the result of the open sharing of ideas, theories, studies and research.” While Vessels was arguing for using opensource software in schools, clearly, this idea can be extended to the sharing of teaching materials. Keeping your materials to yourself is severely limiting the number of students and other teachers that you can reach. While many of us do provide our materials to our colleagues at our own institutions, why not give them to a wider audience?

Tools are available for us to provide each other with our own open-source educational materials (i.e., editable electronic versions of content that we have developed ourselves). You can easily publish your materials on the Internet with very little technical know-how. Naturally, multiple methods of doing this are possible, but here, I will explain the approach that I have taken. How to publish your materials on the web As a graduate student, I don’t have any extra money to throw around. So everything that I have used to publish my materials on the web is freely available, as in no cost. It is also free as in open source: you can download the source code if you are so inclined. First, to distribute your materials, you need a place to put them. While your institution may provide web space for you, who has time to create a user-friendly page to display materials, let alone a page that looks good? That’s where WordPress comes in. Using wordpress.com, you can quickly and easily create a blog using one of their templates. If this were just any blog, that would be all you could accomplish. However, a WordPress blog is versatile! In addition to writing blog posts, you can easily create web pages using an editor that requires no knowledge of HTML. You can also upload files, including photos, PDFs, PowerPoint slides (.ppt), and Word documents (.doc). (Note that I create my “Word” documents and “Powerpoint” slides using an open-source office suite, Open Office, which is available from http://www.openoffice.org/.)

Figure 1: WordPress You may be concerned that youlogo. not receive credit for your work if you make it available on the will web. That is possible, but you can protect yourself by using a Creative Commons license. At the Creative Commons site, http://creativecommons.org/, you can choose a license that fits your needs. For my work, I mainly use the Attribution-Noncommercial-Share Alike 3.0 United States license (http://creativecommons.org/licenses/by-nc-sa/3.0/us/), which allows sharing and adapting of my work provided that I am attributed as an author, that my work is not used for commercial purposes, and that any derivative works are licensed under similar rules. Although this may sound complicated, Creative Commons has a simple interface for choosing the license that fits your needs and even provides you with the HTML code to display the license on your site, Figure 2: One of the Creative Commons license My own WordPress site is still a graphics. work-in-progress, but I intend to make available all of the materials that I have developed as a teacher, plus my articles and presentations. To ensure that others can tell how I intended my materials to look, I am posting PDFs; to insure that others can adapt them, I am also posting editable versions (such as .doc and .ppt). After you create your site, you need to let the world know that your materials are out there. One easy thing to do is add a signature line to your email with a link to your site. My example? Email me to find out. :) References Vessels, Terry. (2001–2007). Why should open source software be used in schools? Retrieved August 24, 2008, from http://edge-op.org/grouch/schools.html Elizabeth (Betsy) Lavolette is an MA candidate in second language studies at the University of Hawaii at Mānoa. Her research interests are computer assisted language learning and corpus linguistics. She is currently a graduate assistant in the Distance Course Design and Consulting group of the Department of Educational Technology. Before that, she was a graduate assistant in the Hawaii English Language Program and developed more materials than she knows what to do with. These materials are slowly becoming

available at http://betsypl.wordpress.com/. You can leave comments on the blog itself or email them to [email protected].

Using Google Reader for Professional Development By: Betsy Pfaff Lavolette
Quite often, I am asked how I keep up with the latest technology and education developments. My secret? Google Reader.

Figure 1: Screen shot of Google Reader.

As language teachers, we know that professional development is essential to keeping up with the latest developments in the field and ensuring that our skills and knowledge are current. We have many opportunities to do this, including attending conferences, reading professional journals, and collaborating with colleagues. One form of professional development that you might be unaware of is reading blogs and websites. You might think that blogs are not serious enough to be of use to you. You might have seen blogs written by friends and acquaintances that are simply records of their daily lives without any content of interest to professionals. However, many blogs are extremely relevant to ESL teachers, as is the content on the websites of many professional organizations and news sites. The content available on the web may be relevant and interesting, but as professionals, we are simply too busy to surf around the web each day reading blogs and websites. To save time and bring all of this information to one location, a feed reader is invaluable. A feed reader constantly checks the blogs and websites (or feeds) you tell it that you want to read. When it finds new information (or posts, in the case of a blog), it displays it for you to read at your leisure. Many desktop applications are available, but in my opinion, a web-based reader is the most convenient. A web-based reader is available to you on any computer that has Internet access, so you can sit down at anyone's computer or in a library and read your feeds. You can even read them on your mobile phone while you are waiting for a meeting or a doctor's appointment. My preferred web-based reader is Google Reader. It is free to use, and if you use Gmail, you already have an account. If you don't yet have a Google account, signing up is quick and easy. Here's how to get started. 1. If you don't have a Google account, sign up for one at https://www.google.com/accounts/NewAccount. 2. Once you have a Google account, you have a Google Reader account. Log in to your account and click the "Reader" link at the top. 3. Add some feeds! You can click "Discover" to add some feeds that Google recommends, or you can check out my recommendations below. 4. To add the feed of any blog or site that you want to follow, look for the feed icon on the site.

Figure 2: Feed icon. Usually, feed icons are orange, but they can be other colors, too. When you click one, you will get a choice of how to subscribe to the blog. Simply choose "Google," and you will be able to add the subscription to your reader. Even if you do not see the icon, you may still be able to subscribe to the page. Look in the address bar of your browser. If you see the feed icon or the letters "RSS," you can click it just as you would the icon on the page. In addition to the convenience of Google Reader for managing the feeds that you want to read, it also has a social feature. You can share posts with a list of friends. You can choose who you will share your posts with by changing the "Sharing settings." After you have set these options, you can share a post by clicking "Share" at the bottom of it. You can also send the URL of your shared posts to anyone. For example, my shared posts are at http://is.gd/cRtS. If this article piques your interest, you can view a detailed slide show of how to get started with Google Reader at http://betsylavolette.com/?p=367. Suggested Blogs and Websites I recommend subscribing to the following blogs and other websites. You can always unsubscribe if the content is not useful to you, so subscribing is risk free. The links below and all other links in this article can be found at http://is.gd/dWyl.

ESL
adVancEducation http://advanceducation.blogspot.com/ E|FL 2.0 http://maberui.webs.upv.es/ Larry Ferlazzo's Websites of the Day http://larryferlazzo.edublogs.org/ Quick Shout http://quickshout.blogspot.com/ Technology and Education Box of Tricks http://www.boxoftricks.net/ Teaching English as a Second or Foreign Language http://tesl-ej.org

Non-ESL Education
All Teachers Are Learners http://ogrady.globalteacher.org.au/ Inside Higher Ed – News http://insidehighered.com/news

Educational Technology
Cliotech http://cliotech.blogspot.com/ Free Resources for Education http://pdonaghy.blogspot.com/ Free Technology for Teachers http://www.freetech4teachers.com/ iLearn Technology http://ilearntechnology.com/ About the Author Elizabeth (Betsy) Lavolette received her MA in second language studies from the University of Hawaii at Mānoa in December 2008. Her research interests are computer assisted language learning and corpus linguistics. She is currently a research and design assistant in the Distance Course Design & Consulting group of the Department of Educational Technology and a freelance copy editor. She has taught ESL/EFL in Hawai'i and Japan. You can contact her via her website at betsylavolette.com or e-mail her at [email protected]

TESOL-UKRAINE LEADERS’ MEETING MINUTES Minutes of TESOL-Ukraine Leaders’ Meeting held on April 23, 2009
Place: Kharkiv National Academy of Municipal Economy Date: April 23, 2009 TESOL-Ukraine Leaders’ Meeting guests: • Mr. Thomas W. Santos, Regional English Language Officer for Ukraine, Armenia, Azerbaijan, Belarus, Georgia, Moldova • Ms Alyona Sukhinina, RELO Assistant Public Affairs Section U.S. Embassy Acting Chair - Ms Alisa Mykolaychuk Acting Secretary - Ms Oksana Chugai TESOL-Ukraine Leaders present: 1. Ms Alisa Mykolaychuk, President, Executive Committee Member 2. Ms Oksana Chugai, Secretary, Executive Committee Member 3. Ms Sviltana Bobyr, Oblast Leader, Chernigiv 4. Ms Svitlana Kurish, Oblast Leader, Chernivtsi – she was not present 5. Ms Svitlana Kornelyuk, Oblast Leader, Sumy 6. Ms Nina Fillipova, Oblast Leader, Mykolayiv 7. Ms Nina Naumenko, Oblast Leader, Sevastopil 8. Ms Larisa Shishkina, Oblast Leader, Kerch 9. Ms Olena Illenko, Oblast Leader, Kharkiv 10. Ms Olena Pariyeva, Oblast Leader, Lugansk 11. Ms Tetiana Pavlova, Oblast Leader, Kyiv 12. Ms Antonina Zaytseva, Oblast Leader, Poltava 13. Ms Tetyana Marchak, Oblast Leader, Khmelnytskyi 14. Mr. Oleksandr Malyhin, Oblast Leader, Dnipropetrovsk 15. Ms Irina Goldrina, Oblast Leader, Kherson AGENDA 1. 2. 3. 4. 5. 6. 7. 8. 9. Registration (Oksana Chugai) Greetings ( Alisa Mykolaychuk) Reports of the Executive Committee members Appointments of Vacancies TESOL-Ukraine website TESOL-Ukraine Newsletter FORUM distribution Membership Benefits Planning next Leaders’ Meeting (date, tasks) DISCUSSION OF AGENDA ITEMS 1. Registration (Oksana Chugai) 2. Greetings ( Alisa Mykolaychuk) 3. Reports of the Executive Committee members Alisa Mykolaychuk welcomed the TESOL-Ukraine Leaders’ Meeting participants. She said that XIV National TESOL-Ukraine Conference is a great event and gave special thanks to Public Affairs Section for financial support.

Alisa Mykolaychuk informed the participants that the former TESOL-Ukraine President Svitlana Radzievska didn’t prepare the report. Therefore the financial matters of the previous year are not clear. Alisa Mykolaychuk reminded the participants about TESOL-Ukraine Leaders’ Meeting held on November 14, 2008 in Kyiv, when Svitlana Radzievska wrote the letter of resignation. It was agreed that she would pass the database and financial report before December 25, 2008, but she didn’t do that. Larisa Shishkina requested everyone to think about interests of TESOL-Ukraine organization, not about personal relationship. Sviltana Bobyr suggested to start discussion considering the amendments of the Constitution. She underlined the necessity of such amendments to avoid such situations in the future. The participants proposed and discussed the changes in the text of Constitution. It was decided to continue discussion at the General Meeting and publish the text of Constitution in the next Newsletter for others to express their opinion on this issue. Voting was conducted and all the amendments were approved. 4. Appointments of Vacancies Alisa Mykolaychuk informed the participants that she received two letters of resignation – from TESOL-Ukraine President Svitlana Radzievska and Newsletter Editor Maryna Denisenko. There is a vacancy for the position of National Coordinator as Ludmila Lulka didn’t renew her membership in TESOL-Ukraine. The situation with Treasurer is not clear as Natalia Smila is not present at the meeting and did not report for the previous year. The following officers were nominated by a Nominating Committee : Alisa Mykolaychuk for the position of President, Sviltana Bobyr for the position of Vice-President, Olena Illenko for the positional of National Coordinator, Olena Franchuk for the position of Newsletter Editor, Tetyana Marchak for the position of Treasurer. Voting was conducted and all candidates were approved. 5. TESOL-Ukraine website Alisa Mykolaychuk informed the participants that TESOL-Ukraine website is created and successfully works. She underlined the necessity of registering on the website because all TESOLers can get updated news about recent and future events. Alisa Mykolaychuk noted that full version of Newsletter with pictures and all the documents will be on the website. She gave special thanks to Nina Lyulkun who works with e-list and gives useful tips for everyone who has questions. Larisa Shishkina reminded everyone that private messages among TESOLers should be addressed directly, for others not to waste time reading them. She proposed to create a special list of the most active TESOL-Ukraine members. She added that it would be more useful to have a schedule of future events, a kind of a fixed calendar for everyone to plan the work accordingly and not to miss something because of deadline. 6. TESOL-Ukraine Newsletter Alisa Mykolaychuk reminded the participants about difficult economic situation in Ukraine. She proposed to limit the amount of printed copies of Newsletters and to change the format - to publish the abridged articles, not to publish the pictures at all because anyway they are of low quality. Alisa Mykolaychuk insisted on 4 Newsletters per year instead of 2 double issues, because novelty is more important for the readers. Larisa Shishkina approved this idea mentioning that nowadays nearly everyone can use the Internet to read the Newsletter and enjoy high-quality pictures. Sviltana Bobyr underlined the necessity for Oblast Leaders and for those TESOLers who don’t have the Internet access to have printed version of Newsletter. It was decided to solve this issue through the website – those who don’t need the printed version should inform the Executive Committee about that.

7. FORUM distribution Alisa Mykolaychuk informed the participants that the issues of Forum are being distributed at the Conference. Next issues will be sent by post with the Newsletter according to the updated list of TESOL-Ukraine members. 8. Membership Benefits Alisa Mykolaychuk provided information about the fact that TESOL-Ukraine members have the access to Forum on TESOL website, which is interactive and the information can be added by any TESOLer. They receive Newsletters, Forum, have an opportunity to participate in the Conferences organized by TESOL-Ukraine etc. The students of TESOL-Ukraine members can participate in Students’ conferences as well. 9. Planning next Leaders’ Meeting (date, tasks) Alisa Mykolaychuk said that next Leaders’ Meeting is scheduled for the middle of October : date and tasks chosen in advance. Alisa Mykolaychuk gave special thanks to TESOL-Ukraine ex-presidents Alla Radu with Svitlana Chugu who provided the necessary information and support, and Nina Lyulkun for her active participation in the website development by leaving a lot of comments, messages and updated info there.

TESOL-Ukraine Leaders’ Meeting Resolution 1. To approve the amendments of the Constitution. Other proposed amendments should be given 60 days prior to the Annual General Meeting. Final improvement for implementing the amendments will be conducted at the Annual General Meeting. 2. To nominate the following officers: Alisa Mykolaychuk for the position of President, Sviltana Bobyr for the position of Vice-President, Olena Illenko for the position of National Coordinator, Olena Franchuk for the position of Newsletter Editor, Tetyana Marchak for the position of Treasurer. 3.To limit the amount of printed Newsletters and to change the format. The printed Newsletters should be distributed among Oblast Leaders in accordance to the needs of TESOL-Ukraine members. The electronic version of Newsletters should be put on TESOL-Ukraine website. 4. To give access to the most important information only for TESOL-Ukraine members.

ANNOUNCEMENTS
TESOL-Ukraine Networking Experience. Review of some articles in the e-version of the Newsletter 2009.
The analysis of the several previous years of TESOL activities proved that the University–school TESOL link was very weak, structure of the organization had the tendency to be of low effectiveness for the fulfillment of the target issues as for the rayon or village English teachers in the terms of encouraging cooperation, actively involving new members into TESOL organization. Starting from 2005 we are witnessing many changes for the better: though in-service training opportunities, dissemination of innovations remained the issues of the TESOL Conferences, at the same time they became available for the region teachers both due to the local TESOL events and later, on the TESOL-Ukraine user- friendly web site. The e-version of the

Newsletter 2009 on the TESOL-Ukraine web site: http://teasol-ukraine.at.ua is aimed to widen the range of the material open for the readers. In the article suggested by Kateryna Uryvalkina “Innovative Teaching Methods to the Village Teachers of English Language.” you will read about fruitful collaborative work of RELO offices and the Training of Trainers course Alumna which united their efforts and volunteered their time for the benefit of the English teachers from village schools of Nizhyn district, Chernigiv region. Their work became even more productive as they had the official support from the District Educational Board. Quoting the participants the author notes that such seminars helped them grow as professionals and enjoy their teaching in a more relaxed way. The other article, written by Olena Franchuk “The Rivne-TESOL Networking Project in Progress”, though once published in the TESOL Newsletter, is suggested to your attention as it may challenge you to develop new ideas of the networking project to be realized in your district or town. With the material donated by Iryna Syghilietova we would love to start the e-version section of the TESOL Newsletter to support village and small town English teachers with some English lesson resources. Visit our web and feel free to use suggested developments. Olena Franchuk, English teacher, Rivne school #15, TESOL-Ukraine member since 1996, TEA Alumna-1997, participant of the Teacher Institute for Democratic Education and Exchange, Szeged, Hungary 1999 - 2000. SSEP Alumna 1999-2005. TOT course -2005, Head of the Board of the NGO “Association of School Partners”, a lecture of the Rivne Regional In-Service Teachers Training Institute, TESOL-Ukraine Newsletter editor. Kateryna Uryvalkina, English Language Teacher of Nizhyn Agrotechnical Institute, TOT course -2003,, participant of the American Studies Summer Institute -2006. Sihilyetova Iryna English teacher and vice-principal of Rivne School #15; a lecture of the Rivne Regional In-Service Teachers Training Institute, the Rivne Regional English Teacher of the Year-1996, the participant of the TESOL-International Conference, Seattle, USA, 1998. US Alimna of the International Visitor Program “Integrating Language Teaching in Civic Education”, participant of the Teacher Institute for Democratic Education and Exchange sponsored by the Northwest Ohio International Development and Training Consortium, held in Szeged, Hungary in 1999 - 2000. If you are interested to let the TESOL-Ukraine know more about cooperation with the regional Educational Board, different funds and organizations, about your TESOL activities or projects, you are welcome to write to the Forum or send your contributions to the TESOL Newsletter Editorial Board. http://docs.google.com/View?id=djz92xw_764d3d93phm МІНІСТЕРСТВО ОСВІТИ І НАУКИ УКРАЇНИ

Чернігівський державний педагогічний університет імені. Т.Г. Шевченка, Україна Київський національний лінгвістичний університет, Україна Московський державний університет ім. М.В. Ломоносова, Росія Брестський державний університет ім. О.С. Пушкіна, Республіка Білорусь запрошують Вас до участі у Міжнародній науково-практичній конференції

ПРОБЛЕМИ ІНШОМОВНОЇ ОСВІТИ У ПОЛІКУЛЬТУРНОМУ СВІТІ
що відбудеться

9-10 жовтня 2009 р.
на базі Чернігівського державного педагогічного університету ім. Т.Г. Шевченка Чернігів 2009

Шановні колеги! Запрошуємо Вас до участі в міжнародній науково-практичній конференції «Проблеми іншомовної освіти в полікультурному світі», яка відбудеться у Чернігівському державному педагогічному університеті імені Т.Г.Шевченка 9-10 жовтня 2009 р. Тематика секційних засідань: 1. Мультикультуралізм і полілог культур у постмодерній Європі. 2. Педагогічні проблеми формування мовної особистості сучасного полікультурного світу. 3. Місце літературної освіти у формуванні полікультурної багатомовної особистості. 4. Проблеми навчання іноземної мови як засобу міжкультурного спілкування. 5. Нові підходи до підготовки викладача іноземних мов / перекладача як полікультурної особистості. 6. Варіативність методик навчання іноземних мов для спеціальних цілей. круглого столу «Кредитно-модульна система організації навчального процесу та модульно-рейтингова система оцінювання навчальних досягнень студентів ВНЗ» майстер-класу «Використання Інтернет-ресурсів і комп’ютерних технологій у навчальному процесі та для організації самостійної роботи студентів» Робочі мови: українська, російська, англійська.
• •

• •

Заявку на участь у конференції надіслати на адресу: [email protected] У заявці вказати: 1) прізвище, ім’я, по батькові; 2) науковий ступінь, посаду, місце роботи (без скорочень); 3) назву доповіді; 4) назву секції, у роботі якої хочете взяти участь; 5) бажані технічні засоби демонстрації; 6) повну контактну інформацію (домашня адреса, тел., e-mail); 7) бронювання готелю (дати); 8) дату подання заявки, підпис. Заявки на участь у конференції без публікації матеріалів приймаються до 10 вересня 2009 р. Організаційний внесок 20 у.о. в еквіваленті гривни (представницькі витрати, кава, обід, фуршет, культурна програма) надсилати поштовим переказом на адресу: Замогильному Дмитру Сергійовичу, проспект Перемоги, б. 118, кв. 51, м. Чернігів, 14038, Україна.

Тел.: +38050-355-56-57.
• •

Витрати на проїзд та проживання – за рахунок учасників або установ. Довідки за телефонами (0462) 620-364, +38067-285-55-26 (Бобир Світлана Леонідівна); +38097-224-41-67 (Бирюк Ольга Василівна); (0462) 677-414 (деканат) або електронною поштою за адресами: [email protected]

[email protected]

•

•

За матеріалами конференції планується публікація статей у Віснику ЧДПУ (Серія: педагогічні науки), включеному до переліку фахових видань (свідоцтво ЧГ № 171 від 30.11.98). До друку приймаються статті обсягом не менше 6, але не більше 12 с. формату А 4, що відповідають наступним вимогам. Вимоги щодо змісту, оформлення та порядку подання статей до друку Зміст статті має включати такі обов’язкові елементи:

• • • • • •

постановка проблеми у загальному вигляді та її зв’язок з важливими науковими чи практичними завданнями; аналіз останніх досліджень і публікацій, в яких започатковано розв’язання проблеми і на які спирається автор; виділення не вирішених раніше частин загальної проблеми, котрим присвячується стаття; формулювання цілей і завдань статті; виклад основного матеріалу з повним обґрунтуванням отриманих наукових результатів; висновки з проведеного дослідження і перспективи подальших розвідок у обраному напрямку (Постанова ВАК України № 7-05/1 від 15.01.03 «Про підвищення вимог до фахових видань, внесених до переліку ВАК України»). Оформлення статті

• • •

текст набирається у редакторі „Word”, формат rtf, шрифт Times New Roman; кегль – 14 pt; міжрядковий інтервал – 1,5; всі береги – 2,0 см; абзац – 1,25 см; вирівнювання за шириною без переносів; сторінки не нумеруються;

• •

•

приклади виділяти курсивом; малюнки, графіки і таблиці подавати в тексті та окремим файлом; оформлення першої сторінки: зліва вгорі вказати номер УДК; у наступному рядку справа напівжирним курсивом – прізвище та ініціали автора; через два інтервали по центру великими літерами напівжирним шрифтом – НАЗВА статті; через два інтервали курсивом з абзацу – анотація і ключові слова мовою статті; через два інтервали – текст; в кінці першої сторінки справа поставити авторський знак, напр., © Коваленко К.О., 2009 (користуватися функцією «Вид» – «Колонтитули»); посилання робити по тексту та оформляти за зразком [6, с. 24-32], [3; 7; 10]; після статті через два інтервали продублювати двома іншими робочими мовами конференції курсивом прізвище й ініціали автора (окремий рядок), назву статті (окремий рядок), анотацію та ключові слова; через два інтервали курсивом друкується заголовок Література і подається список використаної літератури, що описується з дотриманням державного стандарту, наприклад:

1. Закон України «Про вищу освіту» // Освіта. – 2002. – № 12-13. – С. 5-12. 2. Новиков Д.А. Статистические методы в педагогических исследованиях. – М.: МЗПресс, 2004. – 67 с. Спочатку подаються назви джерел кирилицею, потім – латиницею. Весь список нумерується за алфавітом.
•

Статті, що не відповідають встановленим вимогам, до друку не приймаються.

Порядок подання статей до друку
•

Електронну версію статті та відомості про автора (прізвище, ім’я, по батькові; вчений ступінь, звання і посада (кафедра, факультет, ВНЗ/ установа); контактний телефон/и, поштова й електронна адреси) надіслати вкладеним документом Бобир Світлані Леонідівні на адресу: [email protected] не пізніше 15 травня 2009 р.

Кожний документ надсилати окремим файлом, найменованим прізвищем автора з позначкою «стаття», «відомості».
•

Після отримання підтвердження про прийняття матеріалу до друку, але не пізніше 30 червня, надіслати на адресу Замогильного Д.С. один роздрукований екземпляр статті, рецензію (з мокрою печаткою) доктора чи кандидата наук, якщо автор не має наукового ступеня, та кошти на публікацію статті з розрахунку 3,0 у.о. у гривневому еквіваленті, помножених на кількість сторінок. • Довідки щодо публікації статей за телефонами +38067-285-55-26, (80462) 620-364 або електронною поштою за адресою: [email protected] Російською мовою:
МИНИСТЕРСТВО ОБРАЗОВАНИЯ И НАУКИ УКРАИНЫ Черниговский государственный педагогический университет имени Т.Г. Шевченко, Украина Киевский национальный лингвистический университет, Украина Московский государственный университет им. М.В. Ломоносова, Россия Брестский государственный университет им. А.С. Пушкина, Республика Беларусь проводят Международную научно-практическую конференцию

ПРОБЛЕМЫ ИНОЯЗЫЧНОГО ОБРАЗОВАНИЯ В ПОЛИКУЛЬТУРНОМ МИРЕ
на базе Черниговского государственного педагогического университета имени Т.Г. Шевченко

9-10 октября 2009 г.
Чернигов 2009
Глубокоуважаемые коллеги! Приглашаем Вас к участию в международной научно-практической конференции «Проблемы иноязычного образования в поликультурном мире», которая состоится в Черниговском государственном педагогическом университете им. Т.Г.Шевченко 9-10 октября 2009 г. Тематика секционных заседаний: 1. Мультикультурализм и полилог культур в постмодерной Европе. 2. Педагогические проблемы формирования языковой личности современного поликультурного мира. 3. Место литературного образования в формировании поликультурной многоязычной личности. 4. Проблемы обучения иностранному языку как средству межкультурного общения.

5. Новые подходы к подготовке преподавателя иностранных языков / переводчика как поликультурной личности. 6. Вариативность методик обучения иностранным языкам для специальных целей. круглого стола: «Кредитно-модульная система организации учебного процесса и модульно-рейтинговая система оценивания учебных достижений студентов» мастер-классов: «Использование Интернет-ресурсов и компьютерных технологий в учебном процессе и для организации самостоятельной работы студентов» Рабочие языки: украинский, русский, английский. • Заявку на участие в конференции посылать по адресу [email protected] • В заявке указать: 1) фамилию, имя, отчество; 2) научную степень, должность, место работы (без сокращений); 3) название доклада; 4) номер секции, в работе которой хотите принять участие; 5) желательные технические средства демонстрации; 6) полную контактную информацию (домашний адрес, телефон, e-mail); 7) бронирование гостиницы (даты); 8) дату подачи заявки. • Заявки на участие в конференции без публикации статьи принимаются до 10 сентября 2009 г. • Организационный взнос 20 у.е. в эквиваленте гривны (представительские расходы, кофе, обед, фуршет, культурная программа) посылать почтовым переводом по адресу: Замогильному Дмитрию Сергеевичу, проспект Победы, д. 118, кв. 51, г. Чернигов, 14038, Украина. Тел.: +38050-355-56-57. • Проезд и проживание – за счет командирующей стороны. • Справки по телефонам (80462) 620-364, +38067-285-55-26 (Бобырь Светлана Леонидовна); +38097-224-41-67 (Бирюк Ольга Васильевна); (80462) 677-414 (деканат) или по e-mail в Украине: [email protected] и [email protected]; stitova3 в России @gmail.com; в Республике Беларусь [email protected]

• •

По материалам конференции планируется публикация статей в Вестнике ЧДПУ (Серия: педагогические науки), включенном в перечень специальных изданий (свидетельство ЧГ № 171 от 30.11.98). К печати принимаются статьи размером не менее 6 и не более 12 страниц формата А 4, которые отвечают следующим требованиям. Требования к содержанию, оформлению и порядку подачи статей к печати Содержание статьи должно включать такие обязательные элементы:

-

постановка проблемы в общем виде и ее связь с важными научными или практическими заданиями; анализ последних исследований и публикаций, в которых положено начало решения изучаемой проблемы и на которые опирается автор; выделение нерешенных ранее частей общей проблемы, которым посвящается статья; формулирование целей статьи (постановка задания); изложение основного материала исследования с полным обоснованием полученных научных результатов; выводы из проведенного исследования и перспективы дальнейших поисков в избранном направлении (Постанова ВАК України № 7-05/1 від 15.01.03).

Оформление статьи текст набирается в редакторе „Word”; формат rtf; шрифт Times New Roman; размер – 14 pt; межстрочный интервал – 1,5; все поля – 2,0 см; абзац – 1,25 см; выравнивание по ширине без переносов; страницы не нумеруются; - следует разграничивать тире и дефис, русские и английские кавычки; - примеры выделять курсивом; рисунки, графики и таблицы подавать в тексте и отдельным файлом; - оформление первой страницы: слева вверху указать номер УДК; в следующей строчке справа полужирным курсивом – фамилию и инициалы автора; через два интервала по центру прописными буквами полужирным шрифтом – НАЗВАНИЕ статьи; через два интервала курсивом с абзаца – аннотацию и ключевые слова на языке статьи; через два интервала – текст; в конце первой страницы справа поставить авторский знак, напр., © Коваленко К.О., 2009 (пользоваться функцией «Вид» – «Колонтитулы»); - ссылки – по тексту оформлять по образцу [6, с. 2-3], [3; 5; 7]; - после статьи через два интервала продублировать на двух других рабочих языках конференции курсивом фамилию и инициалы автора (отдельная строка), название статьи (отдельная строка), аннотацию и ключевые слова; - через два интервала курсивом следует заглавие Литература и далее список использованной литературы, которая описывается с соблюдением государственного стандарта, например: 1. Закон України «Про вищу освіту» // Освіта. – 2002. – № 12-13. – С. 5-12. 2. Чепелєва Н.В. Технології читання. – К.: Главник, 2004. – 96 с. Сначала следуют названия источников на кириллице, потом – на латинице. Весь список нумеруется по алфавиту. • Не соответствующие требованиям статьи рассматриваться не будут. Порядок подачи статей к публикации

•

•

•

Электронную версию статьи и сведения об авторе (фамилия, имя, отчество; научная степень, ученое звание, должность, название кафедры, факультета, вуза/ учреждения, контактный телефон, почтовый и электронный адреса) отправить вложенным документом Бобырь Светлане Леонидовне по адресу: [email protected] до 15 мая 2009 г. Каждый документ отправлять отдельным файлом; именовать фамилией автора с отметкой «статья», «сведения». После получения подтверждения о принятии статьи к печати, но не позже 30 июня, отправить на почтовый адрес Замогильного Д.С. один распечатанный экземпляр статьи, рецензию (с мокрой печатью) доктора или кандидата наук, если автор не имеет научной степени, и деньги на публикацию из расчета 3,0 у.е., умноженные на количество страниц. Справки относительно публикации статей по телефонам (80462) 620-364, +38067-285-55-26 и по e-mail: [email protected]

Програма Підтримки Адміністрування Університетів (
Програма Підтримки Адміністрування Університетів (UASP) є програмою Корпорації Карнегі в Нью Йорку , США . До участі у програмі запрошуються представники університетів, які обіймають керівні адміністративні посади, добре володіють англійською мовою і прагнуть

своєю діяльністю в університеті започаткувати адміністративні реформи.

Програма надасть можливість проректорам, деканам факультетів , завідуючим кафедрами та інш. восени 2009 р. пройти 8- тижневе стажування у державних університетах США і ознайомитись з американським досвідом щодо організації процесу управління у вищих

навчальних закладах. Після повернення додому учасники програми зможуть взяти участь у конкурсі на отримання грантів для започаткування адміністративних реформ у своїх університетах. Програма адмініструється Радою Міжнародних Наукових Досліджень та Обмінів (IREX). Учасники відбираються шляхом відкритого конкурсу. Учасники повинні:

 Бути громадянами України
 Володіти англійською мовою  Мати основним місцем роботи посаду керівника- адміністратора у державному університеті України Програма повністю фінансується і забезпечує: • візову підтримку (віза J-1) • оплату подорожі з місць проживання учасників до приймаючого університету в США • орієнтацію у Вашінгтоні на початку програми • університетську тренінгову програму • медичне страхування на випадок хвороби або нещасного випадку • проживання та $ 38 на день на харчування та непередбачені витрати • $ 1000 на витрати, пов’язані з професійним розвитком, як то: придбання підручників, участь у професійних конференціях, членство у професійних асоціаціях • 2-денний тренінг-курс у Вашінгтоні наприкінці програми Аплікаційну форму можна завантажити з інтернет сторінки www.irex.ua

або звернутися за адресою: ОСЯГНЕНЬРада міжнародних наукових досліджень та обмінів (IREX) вул. Саксаганського,36-Д, 2 підїзд, 5 поверх Київ 01033 Україна Тел.: (044) 537-0604 Факс: (044)586-2782 e-mail: [email protected]