EDITOR’S

GREETING
NEWSLETTER
Dear Friends,
Welcome to this new issue of the TESOL-UKRAINE
TESOL-Ukraine Newsletter. We
would love to give you a picture of
a wide range of the TESOL events TEACHERS OF ENGLISH TO SPEAKERS OF
in Ukraine. Reading about the XIV OTHER LANGUAGES IN UKRAINE
National Conference in Kharkiv
(April 23-25,2009), you will have CONTENTS
an excellent opportunity to come
back to those great days of
professional communication which Editorial ………………………………………………………….…. 1
opened the new horizons for Greetings (President, RELO) ……………………………………... 2
sharing information and knowledge
about the contemporary trends in
language education. With our TESOL-UKRAINE IN FOCUS:
Newsletter we work to support a
dimension in education and XIV National TESOL - Ukraine Conference. Kharkiv, April 23-25,2009
teachers training: the best practices, “Discovery Learning: Content-Based Learning for EFL / ESP Teacher” (Opening
resources, and professional greetings, speeches, reviews, comments, responses)….. ………..... ………… 4
solutions to many problems the
teachers may face on the way to All Ukrainian Student Conference. Crimean Engineering Pedagogical University April
promoting language education in 10-11, 2009 “Developing Values in and for Education in a Global World” (is there any
Ukraine. article promised?)………………………………………………….…. ……………….. 7
We are also working to improve the
format and feel of the TESOL-
Second TESOL Student Art Festival
Ukraine Newsletter in response to
your feedback. Look at our new ……………………………………………………………................................. 8-9
information boxes, which give a
snapshot of new trends in our METHODOLOGY:
publications, showing at a glance American Cultural Phenomenon in English Teaching / Learning Process
exactly how you as an author of the Alla Kyrda, National Aviation University, Kyiv………………… …………….… 11
Newsletter could benefit too.
We thank those who have Motivating very young learners' communication through TPR
submitted articles for this edition of Olha Missechko, PhD, Zhytomyr State University……………………. 13
our TU Newsletter, and we invite
all of you to suggest what sort of
articles you would love to see in the PARTNERSHIP NEWS:
future issues and/or how our Go open source and share your ESL materials with the world!
newsletter could be most useful to Elizabeth (Betsy) Lavolette, the University of Hawaii at Mānoa……….…... 16
you. All the suggestion should be
addressed to Using Google Reader for Professional Development
franchuk.ofhelen.olena@gmail.com Betsy Pfaff Lavolette, the University of Hawaii at Mānoa
or mykalisa@list.ru May be for the next issue if we lack space here ………….………………….. 19
You are welcome also to use our
Forum for the discussion matters.
http://tesol-ukraine.at.ua/ TESOL-UKRAINE LEADERS’ MEETING MINUTES………
Olena Franchuk ….………………………………………………………. 26
TESOL Ukraine Newsletter editor ANNOUNCEMENTS.............................................................
on behalf of the TESOL-Ukraine ....... 29
Editorial Board

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: allakyrda@hotmail.com

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: olhamatis@zt.ukrtel.net

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 kitchen-
garden. 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! Waves to the Dog.
The Dog: All right, Granddaughter. I'm coming. Comes and holds
Granddaughter.
Grandfather, Grandmother, One, two, three! … One, two, three! ... One,
Granddaughter two, three! Pulling together. No result.
and the Dog: Oh! It is too big for us. Wipe the sweat from brow.
The Dog: Cat, Cat, come here! Help us, please! Waves to the Cat.
The Cat: All right, Dog. I'm coming. Comes and holds the Dog.
Grandfather, Grandmother, One, two, three! … One, two, three! ... One,
Granddaughter, the Dog and two, three! Pulling together. No result.
the Cat: Oh! It is too big for us. Wipe the sweat from brow.
The Cat: Mouse, Mouse, come here! Help us, please! Waves to the Mouse.
The Mouse: All right, Cat. I'm coming. Comes and holds the Cat.
Grandfather, Grandmother,
Granddaughter, the Dog, One, two, three! … One, two, three! ... One, Pulling together.
the Cat and the Mouse: two, three! Fall down.
The Turnip: Here I am! Standing up.
All together: Oh! What a big turnip we have! 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. •⋅⋅• children are moving according to the rhythm)
Bread and butter. •⋅•⋅
Plums and custard. • ⋅ • ⋅
Cheese and biscuits. • ⋅ • ⋅
Fish and chips. •⋅•
Chocolate cake. •⋅•
Ice cream. •⋅
Oo-oo-oo-oo-oo-oo-oo-ooo!

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. 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. 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.
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.
st
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.

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 open-
source 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.
will not receive credit for your work if you make it available on the
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
betsylavolette@gmail.com.

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 betsy@betsylavolette.com
 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. Registration (Oksana Chugai)
2. Greetings ( Alisa Mykolaychuk)
3. Reports of the Executive Committee members
4. Appointments of Vacancies
5. TESOL-Ukraine website
6. TESOL-Ukraine Newsletter
7. FORUM distribution
8. Membership Benefits
9. 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: metod_conf@yahoo.com

• 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: metod_conf@yahoo.com

sabobyr@ukr.net
• 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.: МЗ-
Пресс, 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: sabobyr@ukr.net 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: sabobyr@ukr.net

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 metod_conf@yahoo.com
• 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: metod_conf@yahoo.com и sabobyr@ukr.net; stitova3 в России @gmail.com; в
Республике Беларусь gurulexan@brsu.brest.by

• 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: sabobyr@ukr.net 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: sabobyr@ukr.net

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
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Програма надасть можливість проректорам, деканам факультетів , завідуючим
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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: info@irex.ua