Teaching English as a Challenge


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Teaching English as a Challenge.
This experiential workshop relates the theory and practice of a programme, English in Action, teaching English through Drama, designed especially for the Ministry of Education’s Special Education department in the City of Buenos Aires, Argentina.
The specific needs and challenges of the population of the 500 students currently in the programme are outlined, from students with ADHD, phobia, emotional trauma, or dyslexia to wheel chair users and students confined to their houses or hospitals with terminal diseases.
The theory will be briefly explained, based on sound evidence, while plenty of practice will serve to illustrate the efficacy of the methodology. The participants will leave with ideas for planning the why, the what and the how of teaching English to students with a challenging range of learning difficulties.
An extensive webography and bibliography will be provided.

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Teaching English as a Challenge

  1. 1. English in Action Teaching English as a Challenge Susan Hillyard B.Ed.(Hons) ssnhillyard@gmail.com.ar http://susanhillyard.blogspot.com/ http://groups.yahoo.com/group/EVO_ Drama_2013/
  2. 2. From I CAN’T to I CAN!
  3. 3. Making Visible the Invisible and Giving Voice to the Voiceless
  4. 4. S.E.N. • Remedial Schools • Shantytown Schools • Hospital Schools (Transplant unit, psychiatric unit, cancer ward) • Orphanages • Physically Challenged • Home Visits • • • • • Learners with varying disabilities such as broken bones diabetes HIV physical disabilities terminal illnesses
  5. 5. Specific Educational Needs • • • • • • • dyslexia DOD ADHD a physical challenge deafness school phobia a disease ( sometimes terminal) • cerebral palsy • • • • poverty problems of conduct disruptive behaviour inadequate adaptation to formal educational settings • immigrants, some of whom may not have had any prior formal education
  6. 6. English in Action Teaching English through Drama Drama is the Art of Self Control Dorothy Heathcote
  7. 7. Drama as Education: SPICE drama is the art of self control drama is a drama is a holistic holistic discipline discipline The five developmental processes are: Social Physical Intellectual (cognitive) Creative Emotional
  8. 8. Language learning through drama as supported by the drama, brain and language research reviewed here can no longer be ignored. Drama involves the whole body and the whole brain in learning in a fictional context; it engages all of the multiple intelligences (Gardner, 1985) and matches the learning styles (Kolb, 1983) of all children. Enjoyable physical movement embeds the emotional impact of multi-sensory experiences on the cells of the body to form deep neuronal patterns in the brain and thereby enable memory and recall more readily than methods having lesser sensory impact” (Wilkinson,2000:27).
  9. 9. Running a PLC Professional Learning Community • virtual Platform –NING, Edmodo • virtual Classroom- WizIQ • F2F Meetings • presenting at Conferences – Living PPT, papers • publishing articles
  10. 10. Achievements • • • • • • • • • • • • • • • • Concentration Exercises Cooperation Hospital Classes Working as a Team with the Teacher From alienation to Participation From silence (selective mute) to role play Role playing” In the Resto” Changing Attitudes Accepting the Rules Starting to Listen and Look Following Instructions Working in Pairs Working with ActionSacks Working across the Curriculum ( LAC) Engagement through Storytelling Expressing feelings
  11. 11. ActionSack Work
  12. 12. Action Sacks and Contents
  13. 13. Lost and Found :Oliver Jeffers
  14. 14. Action Sacks Bruner’s Routine and Excitement: a) Basic English for classroom activity b) Drama deriving from Action Sacks
  15. 15. Basic Contents of Action Sacks Story book/theme Ball Flashcards Guide to drama activities The play of the story/theme Pictures/picture dictionary Paintings or books on paintings • Poems • Old clothes for costumes • • • • • • •
  16. 16. Drama IS……. • • • • • • An activity which combines vocal expression and body action. It is true communication The ability to move an idea of the imagination or an event into a concrete happening through interaction of the mind and the body Self expression through role play and improvisation Willing suspension of disbelief Artistic play Our main method of receiving stories of the human condition today
  17. 17. Drama is NOT…… • …..the teacher telling the students about drama/theatre/acting • …..the study of theatre/text/character/setting • ….. theatre/TV/film • …..an activity which requires expensive resources
  18. 18. The benefits of Drama for ALL Drama for transformation Drama as empowerment Drama for fluency (speaking) Drama as culture (play and storytelling) • Drama for thinking (all types) • Drama for literacy (reading and writing) • • • •
  19. 19. Drama for ELT • Pronunciation, diction and voice control • Body language and gesture • Stance and posture • Blocking/interacting in space with others • Register / speaking in role/improvisation • Language games • Lifting the word off the page • Making language active, meaningful and fun
  20. 20. Drama for SEN Students • confidence building and self esteem • self control • self-expression • communication • multisensory education • the here and now • the mask
  21. 21. Thank you! Susan Hillyard B.Ed.(Hons) ssnhillyard@gmail.com.ar http://susanhillyard.blogspot.com/ http://groups.yahoo.com/group/EVO_ Drama_2013/