sábado, 21 de marzo de 2015

Love In the Asylum. #InternationalDayOfPoetry


Dylan Thomas, uno de mis poetas atormentados favoritos. Feliz día de la Poesía.

A stranger has come
To share my room in the house not right in the head,
A girl mad as birds

Bolting the night of the door with her arm her plume.
Strait in the mazed bed
She deludes the heaven-proof house with entering clouds

Yet she deludes with walking the nightmarish room,
At large as the dead,
Or rides the imagined oceans of the male wards.

She has come possessed
Who admits the delusive light through the bouncing wall,
Possessed by the skies

She sleeps in the narrow trough yet she walks the dust
Yet raves at her will
On the madhouse boards worn thin by my walking tears.

And taken by light in her arms at long and dear last
I may without fail
Suffer the first vision that set fire to the stars. 





jueves, 12 de marzo de 2015

Historia de la Lengua Inglesa en 25 mapas

*chart by Minna Sundberg, a Finnish-Swedish comic artist.

Ayer, buscando esquemitas de The Great Vowel Shift, di con esta maravilla en VOX, 25 maps that explain the English Language que resume de un vistazo la evolución de la Lengua Inglesa. 

Aquellos compañeros Filólogos que se entusiasmen con estos temas, estudiantes de Historia de la Lengua en la universidad, opositores, amantes de los mapas o simplemente curiosos encontrarán esto útil a la par que didáctico. Enjoy it.


martes, 27 de enero de 2015

Why English is hard to learn...


We'll begin with box, and the plural is boxes
But the plural of ox should be oxen, not oxes
Then one fowl is goose, but two are called geese
Yet the plural of moose should never be meese

You may find a lone mouse or a whole lot of mice, 
But the plural of house is houses, not hice. 
If the plural of man is always called men, 
Why shouldn't the plural of pan be pen? 

The cow in the plural may be cows or kine, 
But the plural of vow is vows, not vine. 
And I speak of a foot, and you show me your feet, 
But I give a boot... would a pair be beet?

If one is a tooth, and a whole set is teeth,
Why shouldn't the plural of booth be beeth?
If the singular is this, and the plural is these,
Why shouldn't the plural of kiss be kese?

Then one may be that, and three be those,
Yet the plural of hat would never be hose.
We speak of a brother, and also of brethren,
But though we say mother, we never say methren.

The masculine pronouns are he, his and him,
But imagine the feminine she, shis, and shim.
So our English, I think you will agree,
Is the trickiest language you ever did see.

I take it you already know
of tough, and bough and cough and dough?
Others may stumble, but not you
on hiccough, through, slough and though.

Well done! And now you wish, perhaps
To learn of less familiar traps?
Beware of heard, a dreadful word
That looks like beard and sounds like bird.

And dead; it's said like bed, not bead!
For goodness sake, don't call it deed!
Watch out for meat and great and threat,
(They rhyme with suite and straight and debt)

A moth is not a moth in mother,
Nor both in bother, broth in brother.
And here is not a match for there,
Nor dear and fear for bear and pear,

And then there's dose and rose and lose –
Just look them up &ndash and goose and choose,
And cork and work and card and ward
And font and front and word and sword.

And do and go, then thwart and cart.
Come, come, I've hardly made a start.
A dreadful language: Why, man alive,
I'd learned to talk when I was five.

And yet to write it, the more I sigh,
I'll not learn how 'til the day I die.

domingo, 30 de noviembre de 2014

Sobre la quimera del bilingüismo



Hoy, con el café, me he leído este interesante artículo del Hoy digital, La quimera del bilingüismo, sobre el pretendido bilingüismo de las escuelas y su eficacia. Compartimos la esencia del artículo y criticamos cómo se hacen estas y otras cosas en educación. La casa siempre la empiezan chapuceramente por el tejado y el fin último no es mejorar la calidad de la enseñanza ni actualizarla, sino ganar elecciones. 
Cuando la educación deje de ser un arma para ganar votos, se empiece a considerar como algo sagrado y se prime el consenso para efectuar cambios estructurados, pedagógicos, razonados y debatidos, sólo entonces, todos estos programas de bilingüismo y TIC empezarán a tener sentido y a dar frutos.
Sin embargo, también sabemos de primera mano que la buena labor de los docentes en algunos centros está implementando programas de bilingüismo muy decentes y sensatos, lo que demuestra que con una buena coordinación y dirección se pueden conseguir buenas cosas. Da para mucho debate.

Feliz domingo a todos.

domingo, 12 de octubre de 2014

The iRegular Project






Está comprobado que el elemento visual ayuda a la memorización de muchas cosas y de los "dichosos" verbos irregulares también. Ya existían muchas flashcards con verbos asociados a imágenes para niños (common action verbs, regular and irregular) que funcionan de manera sorprendente, así que estamos casi seguros de que iRegular project será de gran ayuda. Nos parece una idea estupenda y podéis contribuir en el proyecto. Para más detalles visitad su web. http://www.theiregularproject.com

*The iRegular project is an educational project aimed at enhancing the learning of English irregular verbs in a visual and easy way.
The first edition of this project have 54 verbs. The device is an iPad and the format is an app. Every word is illustrated and designed so that students can assimilate its meaning in a visual manner.