Pico Piedras Blancas [4737]

Parque Nacional Sierra de La Culata. Mérida - Venezuela. Gustavo Izaguirre 2009

12/09/2012

Back to life.

When I started with this blog I had a lot of free time because I wasn’t working and I had already ended the career at the University. In addition I was motivated because I had finished an English course as a listener at the Language Department of my University and I got the grade I wanted! Then I started to look for a job in a more serious way and I started to put this blog in a second plane. Some days after I started to work and I hadn’t more time to pay attention to this space until now.


I would like to improve my English including my writing of course, so I’ll bring the blog back to life! I selected a subject to focus on and a lot of the information I’ll publish here will be addressed to it: New York City. I think I don’t have a particular reason for this topic, but considering the CVA has a huge library and it is located near my place where I can find a lot of information related to this topic, it is possible to find a lot of information of it on the internet, is a worldwide known city and I think you can talk about it with a lot of people, etc., I think it will be a good topic to use in order to find the motivation to ameliorate my English the way I want.

I will try to do some writings and publish them here with pictures and a lot of stuff. In the future, if I have the opportunity to go to NYC I hope to be a tourist with a wider vision of the city and take advantage of this knowledge entirely.  

http://www.larousse.fr/encyclopedie/image/New_York/1313944

PS: I can see the Blogger platform has changed a lot! I have to adapt to this new one and try to have all the services supported by Google (Picasa, Youtube and Google+) linked to the same e-mail address.

6/28/2010

Turmero – Chuao


I have a lot of time without writing in my blog. The reason is quite simple: I’m working and I have to say my free time is almost vanished. I’ve abandoned I lot of activities like rock climbing, French and mountaineering, but I’m returning to this last one as possible. In fact I went to El Avila the last two Sundays. My conditions are not those of 2006, but I think they are good enough for the next challenge that will be held next weekend.

I’ve been invited to do Turmero – Chuao once more and I have the intentions to participate. My trekking poles will be the element that will allow me to enjoy all the trail and reach the central coast. In addition, this travel will allow me to practice a little bit my French, because I will be accompanied by: Mari, the one who helped me the most with that language; her husband Guillaume and finally Guillaume’s sister.

The travel is scheduled from the 3rd to the 6th July but as I have to work the Tuesday so, I will return Monday the 5th. I would like to enjoy that extra day in the beach with my French friends, but the main responsibility is addressed to my work place, and thanks to it I’m able to grow up as a professional and also able to pay my bills.

I will take a lot of pictures with my digital camera and I will publish some of them. Wish me luck. Gus.

5/01/2010

Kukenan Tepui


A few minutes ago I called one of my friends and she told me she wants to go to Kukenan Tepui. She doesn’t know when, but she knows she wants to go. She’s making a small list to find the people that would like to go. I don’t know if I will have the chance to join her expedition, but believe me when I say I want to go! The Avila National Park located at the north of the city is the training place where every expedition starts. Right now it’s closed due to the dry season and the recent fire. I’m waiting June 15th, the first day after the access restriction period to start my mountain training aiming Kukenan tepuy. Gus.

Learning Foreign Languages

Hello my friends,

During the first four months of 2010 I had the time to prepare myself for one test called the DELF that demonstrates how much the aspirant domains French. The place I selected for my preparation was the library of the British Council in Caracas because it has a great atmosphere. The place was built to encourage the lecture and learning of a foreign language specially English but a lot of people go there to study Japanese and in my case French.

During one of my French study sessions at the BC I took a break of 15 minutes approximately and I took one of the books of the library. I found an article very interesting because it concerns the learning of English as foreign language and I did the relation with French. I identify myself with one of the paragraph of the text because right now I’m in a period of frustration: I feel I cannot express myself properly or I cannot express myself the way I want to do it.

There are other aspects reflected in the article. Maybe another person can identify itself with one or several of them. Maybe this person is having a tough period in this thing of learning a foreign language and can find a way out of this dark period thanks to this article. For that reason I took the decision to publish it on my blog. I hope it can be useful for you.

What’s the secret of successful language learning? We asked two expatriate teachers of English for their opinion.

Alastair Barton is a teacher at a private language school in the UK. He has also taught English in Japan.

1. I think the most important thing is that you really have to want to learn the language – without that, you won’t get very far. You also have to believe that you will do it… Imagine yourself using the language confidently, and think, ‘Yes, I can do that’.

2. Then there are other things: Of course you need to work hard, but at the same time you need to enjoy it and not get frustrated when you feel you’re not making much progress. And you have to be realistic – learning a language takes time, and you can’t expect to know and understand everything in a few weeks!

3. Also, you should try to ‘develop an ear’ for the language – not only to recognize the sounds of the language and to understand what people are saying, but also notice the exact words and phrases that people use… And then try to use them yourself. Some people can do this naturally, but others have to learn how to do it – that’s where having a good teacher is important!

Teresa Polac is a teacher of English in Poland. She has taught English in a secondary school for a number of years.

4. For me, motivation is the most important thing. You have to be ready to study grammar, read a lot, listen to English songs, radio and TV, and what’s more you have to do these things systematically.

5. It is so easy to forget what you have just learnt… That’s why I need a teacher to force me to study. Even the most motivated students need that extra push sometimes. I believe that only a very few people can learn a language on their own.

6. Learning a language can be quite stressful, especially for adults… Suddenly, we speak like children and make fools of ourselves! But if you’re motivated, you learn to overcome this. It all sounds like very hard work – and it is. It is also very enjoyable – I praise my students for every thing they do well, however small it is. Many of them are very successful and speak English better than me, and some of them have even become English teachers themselves!

Published on “Cutting Edge – Pre-intermediate level” by MOOR, Peter and COMYNS, Jane. Pearson Education. Spain. 2004. 9th impression. Page 25.


Gus.

4/07/2010

Entretien d'embauche

Je viens de rentrer chez moi et je suis très content. La raison est simple : Je viens de ma première embauche de travail et la personne qui m’a fait la première session de questions m’a parlé en français. J’ai eu l’opportunité de lui répondre en cette langue et j’ai eu de la chance de démontrer que l’information publiée sur mon CV est vraie !

Bien qu’aujourd’hui je n’aie pas parlé en français pour la première fois, j’avais besoin de m’exprimer dans une situation réele et en plus il s’agissait d’une situation sérieuse car je suis à la recherche d’un travail pour commencer à me gagner la vie, pour être indépendant et pour agir comme l’Ingénieur en électricité que je suis. Tout a commencé avec une question simple : Où as-tu appris le français ? Ensuite, j’ai raconté tout ce qui s’est passé en 2009 jusque bout : Le cours multimédia, Fundeim, les livres d’exercices et théorie de la Médiathèque de l’AF, les clubs de conversation, etc.

Après 5 minutes de conversation francophone environ, on a recommencé à parler en espagnol encore une fois. Ces 5 minutes m’ont encouragé à reprendre ma préparation pour le DELF à la fin de la année, m’ont montré la partie drôle des langues étrangères et m’ont encouragé à écrire en français sur mon blog. Sur la photo je vous montre les vêtements que j’ai employé pendant la séance de cette après-midi et je vous laisse.

À bientôt,

Gustavo

3/29/2010

[ESP] Crítica de los Cursos de Idiomas

En esta oportunidad me dirijo a todas aquellas personas que de alguna manera tienen alguna relación con un curso de idiomas, sea porque participen como profesores, estudiantes, coordinadores, etc. Este artículo no tiene por objeto ofender a nadie, por el contrario, mi intención es la de hacer algunas críticas constructivas para que los cursos se desenvuelvan en un mejor ambiente y redunde en mejores resultados para los estudiantes, profesores, coordinadores, etc. Termino con una serie de recomendaciones que considero pertinentes, pero éstas no deben ser tomadas como la norma, porque puede ser que las ideas que voy a exponer sean totalmente erróneas y deba ser yo quien deba cambiar.

Las observaciones que hago nacen principalmente de cuatro módulos de un curso de francés que tomé en 2009. Tenía muchas expectativas, sobre todo porque es una institución de la cual siempre había recibido buenos comentarios, pero desde el primer módulo me di cuenta de una falla: El avance de la clase se dejaba en el libro de “teoría”, llamado método y no en el instructor. Si bien es cierto que este tipo de libros está diseñado por pedagogos y/o por personas que tienen una alta formación en enseñanza de lenguas extranjeras, son ellos mismos quienes dicen en el prólogo de los libros que publican, un mensaje muy importante parecido a “este libro debe ser utilizado con flexibilidad, constituir una ayuda, un instrumento de trabajo por el profesor quien queda como el maestro del juego”. Adicionalmente los métodos muestran una información muy limitada respecto al tema que está bajo estudio y no permiten un análisis de las excepciones, que en el caso del francés están a la orden del día.

La segunda falla que observé fue que los instructores no preparaban la información que debían dar en las sesiones de clase. Esto puede ser debido a que como el método guiaba la clase, los instructores no consideraban necesario estudiar o repasar los puntos clave del contenido programático. Resultado: Ante una pregunta que se salía de la información mostrada en el método pero que al mismo tiempo tenía relación con el tema bajo estudio las respuestas eran de poca calidad. Esto se evidenciaba fácilmente al momento de estudiar los pronombres y al estudiar el passé – composé, tiempo equivalente al pasado participio en español. A veces los temas que parecen simples no lo son, y es mejor darse cuenta de eso antes de la clase que durante ella.
Las dos fallas que acabo de exponer salieron en una conversación que tuve con alguien, quién fue estudiante en la misma institución. Me comentó como eran las cosas antes, y debo decir que en los cuatro niveles que hice, yo no vi ni la décima parte de lo que escuché. Una de las cosas que le dije a esta persona fue que yo no consideraba que los instructores que he tenido tengan las competencias necesarias para dar clases, a lo que me replicó argumentando que los estudiantes que daban clases son en su mayoría estudiantes de Idiomas Modernos y ellos reciben una sólida formación, no sólo en cuanto a la lengua, sino también a la historia, geografía, economía y otros aspectos de los países francófonos. Pero el único detalle es que yo no estaba evaluando las competencias de los instructores como estudiantes, sino las competencias de los instructores como facilitadores de información.

La última crítica está asociada con la falta de motivación en la búsqueda activa de información. Las reglas gramaticales de cada idioma son numerosas y creo prácticamente imposible enseñarlas durante el horario de clases. Sin embargo este problema se podría mitigar motivando a los estudiantes a buscar la información por nosotros mismos, motivándonos a contrastar ideas sobre un mismo sujeto. Sin embargo, hacemos lo que podemos y es por eso que algunas veces formulamos las preguntas difíciles a las cuales hice referencia en el tercer párrafo.

Para mejorar las competencias de enseñanza de los instructores, quienes son los directores de orquesta dentro del aula de clases, propongo algunas recomendaciones. La primera es que los instructores participen en los clubes de conversación en francés, nuevamente con la finalidad de ver como se desenvuelve cada sesión y no para mejorar la producción / comprensión oral, aunque esto último no estaría de más. Observen como el moderador anima a los participantes a que expongan sus ideas, cómo se lleva el hilo de la conversación, cómo y cuándo se improvisa, qué hacer en esos momentos muertos cuando nadie habla y queda más de media hora para que se acabe la sesión. Esto es recomendable sobre todo para los instructores de los niveles que demandan mayor exigencia: Los conversacionales.

También es recomendable asistir a otras clases en calidad de oyente, no con la finalidad de aprender el contenido programático de esa otra clase, sino más bien con el objeto de ver otras dinámicas, otros grupos de estudiantes con un instructor diferente y ver como es la interacción entre ellos. Actualmente tengo la oportunidad de entrar como oyente en una clase de francés y puedo decir el nivel de exigencia es superior al que yo tuve en mi curso, el grupo de estudiantes toma más riesgos al momento de expresarse y los resultados se ven claramente. Tengo que agregar que en este curso es donde conocí a una PROFESORA de francés.

En este curso que está próximo a terminarse, la profesora asignó como tarea asistir a un foro en español sobre el caso del Sr. Franklin Brito, para luego hacer un ensayo sobre como los derechos de ese señor fueron violados, a partir de la información recopilada en el foro y otra que se puede conseguir en Internet y en bibliotecas. Esta actividad me pareció exigente en el sentido de que fue necesario redactar un artículo en una lengua extranjera de un hecho real, estando éste relacionado con los Derechos del Hombre, un tema donde la lengua e historia francesa tienen mucha participación.

Tengo que agregar que escribir un ensayo no es tarea fácil independientemente del idioma, puesto que hay que estar pendiente de conservar el hilo del texto, es decir, el orden de las ideas. Al escribir en una lengua extranjera, se presenta la dificultad adicional de emplear un vocabulario acorde al nivel de estudio que en este caso se trata de estudiantes próximos a terminar su formación universitaria. En consecuencia, es necesario usar diccionarios, y la profesora ha previsto esta situación desde el principio al recomendar el uso de un diccionario monolingüe en francés. Un diccionario de sinónimos no cae mal, pero conseguir uno en Venezuela depende de dos factores: Conseguir un buen diccionario de sinónimos o conseguir los euros para poder comprarlo por Internet.
 

Internet también ofrece otros recursos además de poder comprar libros. Son muchos los sitios dedicados al estudio de esta lengua muy variados. Se pueden conseguir diccionarios monolingües, bilingües, de sinónimos, conjugadores, ejercicios de preparación para los exámenes de suficiencia de la lengua, noticieros, emisiones de radio de temas variados, artículos de enciclopedia, páginas de instituciones y academias francesas, periódicos que muestran la realidad del día a día, etc. Sin embargo, hay que estar pendiente que no todas las páginas escritas en francés están bien hechas y es por eso que hay que ser un lector atento para poder identificar errores y evitar cometerlos en el futuro.

Para concluir, tengo que decir que enseñar no es lo mismo que aprender. Espero que las críticas que he mencionado sean consideradas como constructivas y que las recomendaciones que hago sirvan para que los instructores de hoy se conviertan en los profesores del mañana. No se debe dejar la responsabilidad el avance de la clase en manos del método, son los instructores quienes deben tenerla. Nosotros los estudiantes queremos aprender y es por eso que hacemos los cursos y les hacemos las preguntas difíciles.  

Gustavo.

3/27/2010

[ENG] IDE143 Essay on The Caribbean


The first unit of my English course was called The Caribbean. In this unit I’ve read three texts of Caribbean writers: A play called “Return to Paradise” by Cicely Waite-Smith, a short story titled “The two Grand Mothers” by Olive Senior and a poem called “A Far Cry from Africa” by Derek Walcott. Something important about today’s Caribbean society is its origin, because it is characterized by a clash of three cultures: The natives, the Europeans and the Africans and the consequences of this cultural mixture can be seen to date. The texts I’ve read show how black and white coexists and others images of the black Caribbean. Heather took advantage of that situation to propose one question as a title for an essay, the first one I did by the way. I answered it as follows: (The number between brackets [ ] indicates the references to avoid plagiarism):

What images of the black Caribbean are depicted in the examples we have read of Caribbean Literature? What problems do they face?

The texts “Return to Paradise”, “The Two Grandmothers” and “A far Cry from Africa” present five main issues which are the following ones: education, access to basic services like electricity, economical status, the problem of identity and the carelessness associated to the concept of family. In addition we can observe in each text that there is some level of disagreement between blacks and whites and the poem “A far Cry from Africa” shows us how violent the human being can be in the attempt to solve these kind of differences.

Concerning education, the characters that represent the black Caribbean have a low level. One of the most obvious examples is given in the play “Return to Paradise” because the character Annie, who represents the black Caribbean, talks with many errors, a great numbers of them associated with the concordance of tenses and others parts of speech, for example when she says “Him nine year old. Him give plenty trouble, Miss Jean”. She also offers her services as a maid as she didn’t have sufficient education to do anything else.

At the end of the play we can read that Annie’s grandson Carlton is nine years old and spends all his time “with the sailors on the wharf and in the brothel them”. He is not at school where he should be and hence is not getting an instruction either.

In the text “The two Grandmothers” the problem related to education is shown directly when the main character says “They don’t speak properly the way we do (…) Eulalie and Ermandine don’t go to church or school anymore”.

Another image depicted is the lack of electricity, shown in the text “The Two Grandmothers”. At the beginning of it the author describes a very rural community with no electricity. According to the United Nations this situation entrenches poverty, constrains the delivery of social services, limits opportunities for women, and erodes environmental sustainability [1].

Another image is related to the economical status. In the three texts we’ve read, the black Caribbean society is shown in a difficult economical situation in relation to the white community. In “Return to Paradise” Annie was looking for a job as a maid because she was unemployed and she also had the responsibility of a child with no parents. In the same play Annie’s Grandson Carlton had to work as well.

O. Senior shows that the black people lived in a rural environment. She shows that Pearlie lives in a “tiny house” and “all the children sleep together in one room on the floor”. The element of large families without the parent(s) is also presented. Both aspects are associated with poverty in every region around the world.

Walcott’s poem shows in its first stanza a war situation in Kenya in the attempt to achieve liberty from British rule. We can infer that the Africans lived an economic depression due to the war.

Another image depicted in the texts we’ve read is the problem of identity, presented principally in the text “The Two Grandmothers” and in Walcott’s poem “A Far Cry from Africa”. At the beginning of the first text Grandma Del tells her granddaughter that her skin is “beautiful like honey” that she is “a fine brown lady and must make sure to grow as beautiful inside as (she is) outside”. But after being in contact with her maternal family she feels uncomfortable in her own skin because she realized about all the enjoyments and developments of the white society in relation with the black one.

Walcott reveals his inner identity problem with a non rhetorical question in the third stanza of his poem “I who am poisoned with the blood of both / (…) how choose / between this Africa and the English tongue I love?” He doesn’t like the fact of having both bloods inside his veins because he cannot be part of one side, and both of them are inhuman in the war.

The final image depicted is addressed to the family. In the play “Return to Paradise” we can see that Carlton has no parents. His mother died but there are no references about is father: The problem of the irresponsible parenthood in the black Caribbean is shown. In contrast Jean Rogers lives with her mother and father in the same house.

In the text “The Two Grandmothers” we can appreciate that the parental ascendance of the main character doesn’t exist: When she goes to visit Grandma Del she spends her time with the neighbors and when she asks something about her grandfather there’s no answer, and her grandmother’s reaction is not pleasant at all: “I didn’t see a picture of Daddy’s father and when I asked Grandma she got mad and shooed me away”.

At the end of the story “The Two Grandmothers” the main character shows her concern because “everybody is just having babies without being married like Pearlie’s mother and they are not ashamed”. In Walcott’s poem the idea of family doesn’t exist at all. When he writes “The violence of beast is read / as natural law, but upright man / Seek his divinity by inflicting pain” he shows the human been as a race incapable of establishing any social relation no matter what. Moreover he describes a time of war and everyone has to fight to stay alive, this is not a time for inculcating family values.

In conclusion all the three texts show negative aspects of the black Caribbean society. All the characters that represent this society live in a very difficult situation but they take measures only to solve the problem associated with their economical status because they need money to survive. They don’t care about an improvement in their education because they abandon the system like Eulalie and Ermandine did. They are not concerned due to the lack of electricity and other basic services. In the three texts the concept of family as a fundamental cell of the society is not taken into consideration at all, and the fact that “everybody is just having babies without being married like Pearlie’s mother and they are not ashamed” makes me believe that this situation will continue. The reactions concerning the identity problem are presented. In the text “The two Grandmothers” the main character tries to live her life in a way that allows her to be comfortable with herself. In Walcott’s poem the question is formulated but he doesn’t have the answer he’s looking for.

REFERENCES

[1] UN ENERGY PUBLICATION “The Energy Challenge for Achieving the Millennium Development Goals”. 2005.

[2] SENIOR, Olive. “The Two Grandmothers”

[3] WAITE-SMITH, Cicely. “Return to Paradise”.

[4] WALCOTT, Derek. “A far Cry from Africa”. 1962.

[FRA] Roland Garros

Bonsoir!

L’un de choses qu’il faut faire pour améliorer et faciliter l’apprentissage d’une langue étrangère, c’est la pratiquer tout le temps ! Alors, je vais profiter ce blog pour pratiquer mon expression écrite, en français et en anglais bien sûr, comme vous l’avez vu pendant les derniers deux articles concernant un course de cette langue-là, le fameux IDE143.

Aujourd’hui je voulais écrire sur le tournoi de tennis que j’aime le plus : L’Internationaux de France de Roland Garros. Il s’agit d’un tournoi spécial parce qu’en 1999 j’ai eu l’opportunité d’entendre la parole de Steffi Graf et d’André Agassi sur ESPN, après que chacun d’eux ont eu remporté 7 matchs pour gagner la Coupe Suzanne Lenglen et la Coupe des Mousquetaires respectivement. Il est évident qu’à cette époque-là je n’ai rien compris parce que je ne savais pas m’exprimer en français, mais je crois que c’est un moment qui m’a encouragé à étudier cette langue.

Aujourd’hui j’ai dépensé toute la journée en écrivant mon profile professionnel sur plusieurs sites web, et malheureusement je n’ai pas eu le temps d’écrire sur Roland Garros comme je voulais. Néanmoins, l’édition 2010 de ce tournoi est un peu particulière et je veux vous écrire sur ces singularités. Le retour de la belge Justin Henin qui a perdu un seul match face à Serena Williams en la finale de l’Open d’Australie 2010 et Kim Clisjters gagnante de l’US OPEN 2009 à New York, la confiance montrée par Roger Federer en 2009, les surprises données par Soderling l’an dernier en RG et Ivan Ljubičić il y a quelque semaines à Indian Wells, sont des aspects auxquels il faut faire attention.

On se tient au courant, Gustavo.