Get Real!

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This presentation explores the necessity to look at authenticity in the ELT classroom and particularly the need to use real literature for teaching language.

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Get Real!

  1. 1. Get Real!Using Effective and Affective Literature in ELT Susan Hillyard B.Ed. Hons
  2. 2. Todays Questions:  What is real? What is literature?  What is affective? What is effective?  What elements of the Argentine context do we need to consider? The possibility of exploiting literature as a topic in an exam 
  3. 3. Reading is like an infectious disease: it is caught not taught.(And you cant catch it from someone who hasnt got it.)Christine Nuttall, Teaching Reading Skills in a Foreign Language 1993
  4. 4. Think Time Rules Ask an open ended question ie. one to which you cannot give one correct answer State a specified amount of THINK TIME (eg. 2 mins.) Maintain total silence Ask Sts to jot down the answer in writing Ask Sts to read it back to self Readjust their answer if they wish
  5. 5. Ex 1 Think TimeWhat is authenticity?
  6. 6. Authenticity
  7. 7. Commoditisation of ELT English in the World information explosion client demand competition in the markets technology research expectations
  8. 8. A REAL Curriculum Too structured Too clean Too top down Too dry Too boring Too false Too much Too reductionist
  9. 9. REAL Materials If it exists is it real? Are textbooks real? Are abridged versions real? Are basal readers real? Is all real literature quality? Are some readers good?
  10. 10. REAL MaterialsCambourne Cummins Jarvis
  11. 11. Jarvis’ Model of LearningJarvis, P (1996) Paradoxes of Learning Page 70, Josey Bass, San Francisco
  12. 12. Best Authors Young Learners Teens Sendak M  Tan Shaun Hutchins P  Smith L Carle E  Raschka C Briggs R  McKee D Dr Seuss  Child L Hughes S  Rosen M Dahl R  Allsberg CV Hill E
  13. 13. Sandie’s Bloghttp://picturebooksinelt.blogspot.com.ar/
  14. 14. Real books http://www.carnegiegreenaway.org.uk/home/ The Carnegie and Greenaway Award Site Shadowing site Reading groups School blogs Worksheets Resources
  15. 15. Authenticity and ICT Explore You tube Include Slam poetry/Hip hop Publishing tools like blogs and wikis Creative tools like Voice thread, Wordle Piclit, Wall wishes Audacity for recording of voices Voxopop for short recordings
  16. 16. The Real Teacher Ex 2 Think about your school days. Take 2 mins think time and jot down notes on your favourite teacher and say why Ex 3 Share
  17. 17. The Concept of the Person: Being not Having.  I’m putting   Im I’m bricks one on building building top of the other a wall a home   to put a family in
  18. 18. Du Feu Comparison Instead of eliciting responses we respond to demand The language becomes relational not functional. Qs have truth value Physical, affective and intellectual lives are paramount. Interest in language as people not as learners. Not listening to the words but to the person. Real stories
  19. 19. The Traditional Having Mode Textbook+T=dominant role X2 alienation: a) lang is not their own b) designed by other Teaching in 2 stages: a) learn first b) St tries to communicate Memorisation still a key feature: drill, repetition, recycling, maybe role play but others’ words Objs expressed in linguistic terms
  20. 20. The Newer Being Mode Roles of T and TB challenged St takes dominant role: learner centred Being concerns itself with the PRESENT and the PRESENCE Lang reps a meeting in the here and now: real or imagined. Content comes from real books not texts defined in the past by others Lang defined as medium of expression and communication not as objective.
  21. 21. A REAL Teacher Teaching, like any truly human activity, emerges from ones inwardness, for better or worse. As I teach, I project the condition of my soul onto my students, my subject, and our way of being together. The entanglements I experience in the classroom are often no more or less than the convolutions of my inner life. Viewed from this angle, teaching holds a mirror to the soul. If I am willing to look in that mirror, and not run from what I see, I have a chance to gain self- knowledge–and knowing myself is as crucial to good teaching as knowing my students and my subject.
  22. 22. One student I heard about said she could not describe her good teachers because they wereso different from each other. But she could describe her bad teachers because they were al the same:"Their words float somewhere in front of theirfaces, like the balloon speech in cartoons." Witone remarkable image she said it all.Bad teachers distance themselves from the subject they are teaching–and, in the process, from their students. Palmer Parker, J (1998) The Courage to Teach,Josey Bass, San Francisco, USA
  23. 23. What is EFFECTIVE and AFFECTIVE? Ex 4The Argentine Context: Talk TimeWhat are the main comments from Sts about reading books? Ex 5The Argentine Context: Talk TimeHow much AFFECT is evident in the books you use?
  24. 24. A REAL Student
  25. 25. Motivation-Dornyei’s Model1)pleasant and supportive atmosphere2) establishing ground rules regarding behaviour and norms agreed by all3) encouraging peer support or reading groups4) recognising individual pupils interests, levels, skills and strengths5) maintaining and protecting motivation through variety and breadth of tasks6) retrospective self evaluation
  26. 26. The 5 Rsrhythm rhyme repetition reasoning response
  27. 27. A Thinking Story (Learning Styles) Exercise 6Listening notes and reconstruction Exercise 7 Storyboarding and freeze framing Exercise 8Scene creation and acting out
  28. 28. The Strategies Keeping a reading Diary Storytelling Project to peers/to primary/ KG Storyboarding/Comic Strips Drama conventions like Hotseating/Role on the wall/Vox Populi/Freeze Frame/ Carousel Acting out the story/doing a musical comedy Videomaking Reader’s Theatre ICT
  29. 29. The Diary Read pg 21-16 today. Best bit: I predict: Great vocabulary: Character graphic organisers. Setting notes/pictures/drawings Comment on illustrations/copy style of pictures Reports/Interviews Evaluation
  30. 30. Ask REAL Questions in Circle time.Why or why Was the book enjoyable for you? not? What were your favourite or least favourite moments? Who were your favourite or least favourite characters? Was the book easy for you to read? Why or why not? Would you recommend it to your friends? Why or why not?
  31. 31.  What did you learn from the book? For example, useful language, factual, cultural, historical, geographical information, etc. Would you like to read another story by the same author? Why or why not? Would you like to find out about the author? Would you like to try writing your own book?
  32. 32. Using your Work for Exams: The interview. Take in the real book: Show and Tell Talk about the cover/ spine/blurb/yr Show knowledge of author’s/publisher’s /illustrator’s name Author’s history/ biography/ other works Refer to Qs from Asking Real Qs Ask Examiner some Qs related to real books.
  33. 33. The Birth of a StoneIn those deep mountain ravinesI wonder if there are stonesthat no one has ever visited?I went up to the mountainin quest of a stone no one had ever seen from the remotest of timesUnder ancient pines
  34. 34. on steep pathless slopesthere was a stoneI wonderhow longthis stone all thick with mosshas beenhere?Two thousand years? Two million? Two billion?
  35. 35. NoNot at allIf really till now no onehas ever seen this stoneit is onlyherefrom now onThis stonewas only bornthe moment I first saw it Kwang –kyu Kim
  36. 36. Great sites http://www.gettingboystoread.com/content/esl-read http://www.gettingboystoread.com/content/esl-rea http://www.bbc.co.uk/my-story/ http://www.teachingenglish.org.uk/sites/teacheng/f http://www.teachingenglish.org.uk/sites/teacheng/ http://www.teachingenglish.org.uk/try/teaching-kid http://www.realbooks.co.uk/selection.php http://booksandboys.blogspot.com.ar/

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