[etni] correction

In response to Sharon's recent post, just want to point out that it was not I 
who wrote about the empty vessels; in fact, I responded to that message by 
explaining my STRONG objection to it!
Sharon, you had sent me an off-list reply to a different posting of mine on 
ETNI, and perhaps that's why my name stuck in your mind,
In any case, the important point is that I completely agree with you -- 
especially regarding the (rhetorical) question you posed at the end because 
this was exactly my feeling, only I didn't have the courage to say it publicly!

However, that's rather academic now as it's evident that HOTS is on the agenda 
even if it leaves us cold!  So the point is how we can make (further) 
suggestions to improve the program.  A good number (in addition to mine) have 
appeared on the list, and some were quite practical and well expressed.

IMO, we need to keep repeating, until someone up there takes notice, that HOTS 
should first be well established in L1 before "infusing" it in L2 -- and 
"integrating" it with literature, no less!  Here's one idea, for starters, that 
can benefit from defusion and segregation!
Another important point is that more time is needed to iron out various kinks 
in the program (not to mention train teachers) before it can be implemented 
with any measure of success.   
As Eleanor recently mentioned, these are all valid professional concerns on our 
part that are separate from any personal concerns about workload or [lack of|] 
remuneration (which might be addressed to the unions).

This is why I think it's important to attend the roundtable discussion (last 
session on the second day) at the ETAI conference and try to make our voices 
heard!

Hoping to see a big turnout,
Batya


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