This presentation explores the varieties of Content and Language Integrated Learning (CLIL) programmes that go under this umbrella term and explains the original four Cs of CLIL: content, communication, culture and cognition. The advantages and disadvantages of implementing a CLIL approach in the curriculum will be compared and some of the learning strategies to develop the cognitive domain while teaching a foreign language will be explained. The changes required in terms of professional development for teachers and changing roles for students will be explored and the efficacy of introducing a CLIL approach for bilingualism in a globalised world will be promoted.
Establishing the Impact of Virtual Exchange in Foreign Language EducationRobert O'Dowd
This plenary talk was given at the National Forum for English Studies 2019 at the Faculty of Education and Society, Mälmö University, Sweden 10-12 April 2019.
Contact=Learing? Keynote at DGFF, Germany 2019Robert O'Dowd
Slides from my keynote at the Kongress der Deutschen Gesellschaft für Fremdsprachenforschung: 28.09.2019
Julius-Maximilians-Universität Würzburg, Germany
This presentation explores the varieties of Content and Language Integrated Learning (CLIL) programmes that go under this umbrella term and explains the original four Cs of CLIL: content, communication, culture and cognition. The advantages and disadvantages of implementing a CLIL approach in the curriculum will be compared and some of the learning strategies to develop the cognitive domain while teaching a foreign language will be explained. The changes required in terms of professional development for teachers and changing roles for students will be explored and the efficacy of introducing a CLIL approach for bilingualism in a globalised world will be promoted.
Establishing the Impact of Virtual Exchange in Foreign Language EducationRobert O'Dowd
This plenary talk was given at the National Forum for English Studies 2019 at the Faculty of Education and Society, Mälmö University, Sweden 10-12 April 2019.
Contact=Learing? Keynote at DGFF, Germany 2019Robert O'Dowd
Slides from my keynote at the Kongress der Deutschen Gesellschaft für Fremdsprachenforschung: 28.09.2019
Julius-Maximilians-Universität Würzburg, Germany
Encouraging Digital Writing Equity in Pre-K-12 Classrooms: Current Practices ...Clif Mims
In this presentation four research teams extend their published studies from the Handbook of Research on Digital Tools for Writing Instruction in K-12 Settings, highlighting equity issues regarding: 1) Writing with WEB 2.0 and Social Media, 2) Writing with Photography and Multimodal Technologies, 3) Integrating Technology with Writing Instruction, 4) Preparing Educators to Teach Digital Literacies. Following these presentations, participants will break into groups to discuss their own and future research.
Litt 516 - Translating Children's Literature as a Class Activity: Implicati...Bernard Paderes
This is a research primer/proposal for Litt516 (Children and Adolescent Literature). In the paper, I argue that translation could be a good activity for children that will increase their appreciation not only for literary pieces but also the languages that they are using or learning.
The process of globalization has brought a number of modern issues and perspectives to the landscape of foreign language education including influences on EFL learners’ identity. Being exposed to local cultures together with foreign cultures raises critical questions vis-à-vis identity construction (Galajda, 2011; Guilherme, 2002; Houghton, 2013). Besides, as Niżegorodcew (2011) argues, questioning learners’ identity as simultaneously speakers of different national languages and English as a lingua franca (ELF) is at the heart of EFL concerns. Hence, much effort is highly recommended to investigate EFL learners’ identity in order to keep abreast of the growing issues including intercultural citizenship (Byram, 2009). In light of these controversial issues, the present paper provides a qualitative analysis about Moroccan EFL learners’ identity that reflects the desired profile of the ‘intercultural speaker’. The analysis is based on Byram’s framework of ICC (1997) that stresses mainly the ability of drawing on different cultural realities to highlight common issues and phenomena. Also, the paper aims at describing the development of the aforementioned identity among Moroccan EFL undergraduate learners. This paper, therefore, contributes to the extant literature on identity and intercultural communication.
The multilingual turn in languages education: A critical movement in education RMBorders
Presentation by Gabriela Meier at the Education and Migration: Language Foregrounded conference at Durham University 21-23 October 2016, part of the AHRC funded Researching Multilingually at the Borders of Language, the Body, Law and the State project.
Encouraging Digital Writing Equity in Pre-K-12 Classrooms: Current Practices ...Clif Mims
In this presentation four research teams extend their published studies from the Handbook of Research on Digital Tools for Writing Instruction in K-12 Settings, highlighting equity issues regarding: 1) Writing with WEB 2.0 and Social Media, 2) Writing with Photography and Multimodal Technologies, 3) Integrating Technology with Writing Instruction, 4) Preparing Educators to Teach Digital Literacies. Following these presentations, participants will break into groups to discuss their own and future research.
Litt 516 - Translating Children's Literature as a Class Activity: Implicati...Bernard Paderes
This is a research primer/proposal for Litt516 (Children and Adolescent Literature). In the paper, I argue that translation could be a good activity for children that will increase their appreciation not only for literary pieces but also the languages that they are using or learning.
The process of globalization has brought a number of modern issues and perspectives to the landscape of foreign language education including influences on EFL learners’ identity. Being exposed to local cultures together with foreign cultures raises critical questions vis-à-vis identity construction (Galajda, 2011; Guilherme, 2002; Houghton, 2013). Besides, as Niżegorodcew (2011) argues, questioning learners’ identity as simultaneously speakers of different national languages and English as a lingua franca (ELF) is at the heart of EFL concerns. Hence, much effort is highly recommended to investigate EFL learners’ identity in order to keep abreast of the growing issues including intercultural citizenship (Byram, 2009). In light of these controversial issues, the present paper provides a qualitative analysis about Moroccan EFL learners’ identity that reflects the desired profile of the ‘intercultural speaker’. The analysis is based on Byram’s framework of ICC (1997) that stresses mainly the ability of drawing on different cultural realities to highlight common issues and phenomena. Also, the paper aims at describing the development of the aforementioned identity among Moroccan EFL undergraduate learners. This paper, therefore, contributes to the extant literature on identity and intercultural communication.
The multilingual turn in languages education: A critical movement in education RMBorders
Presentation by Gabriela Meier at the Education and Migration: Language Foregrounded conference at Durham University 21-23 October 2016, part of the AHRC funded Researching Multilingually at the Borders of Language, the Body, Law and the State project.
Cultural Country Profiles and their Applicability for Conflict Prevention and...Richter Thomas
Pre-Publish version of: Richter, T. & Adelsberger, H.H. (2014). Cultural Country Profiles and their Applicability for Conflict Prevention and Intervention in Higher Education. In: Stracke, C.M., Ehlers, U.-D., Creelman, A., & Shamarina-Heidenreich, T. (Eds.), Proceedings of the European Conference LINQ & EIF 2014, Crete, Greece, Changing the trajectory – Quality for Opening up Education, Logos Verlag Berlin GmbH, Berlin, pp. 58-66.
E-Learning in Culturally Diverse Settings: Challenges for Collaborative Learn...Richter Thomas
Pre-Publish version of: Richter, T. & Adelsberger, H.H. (2011). E-Learning in Culturally Diverse Settings: Challenges for Collaborative Learning and Possible Solutions. In: Nunes, M.B. & McPherson, M. (Eds.), Proceedings of the IADIS International Conference e-Learning 2011, part of the Multiconference on Computer Science and Information Systems (MCCIS), IADIS Press, Rome, Italy, Volume 1, pp. 141-149.
RM-ly work in progress: some current whats and hows from our interdisciplinar...RMBorders
Fay, R. (University of Manchester), Andrews, J. (University of the West of England), Holmes, P. and Attia, M. (Durham University), RM-ly work in progress: some current whats and hows from our interdisciplinary, collaborative work to date. Presentation as part of the AHRC Researching Multilingually at the Borders of Language, the Body, Law and the State symposium, Bucharest, Romania, November 3rd – 6th, 2015.
Ace Intercultural Dimensions Of Task Based Learning For Authentic CommunicationDavid Brooks
Rationale Part I: A paper presented at ACE 2009, the inaugural conference of the Asian Conference on Education in Osaka (Ramada Hotel), Oct 24-25, 2009 by David L. Brooks, Associate Professor, English (Foreign Language Dept), Kitasato University, Sagamihara, Japan
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
CLASS 11 CBSE B.St Project AIDS TO TRADE - INSURANCE
Problematizing the 'critical' in local pedagogical practices (FERRAZ 2016)
1. Problematizing the
‘critical’ in local
pedagogical practices
Prof. Dr. Daniel Ferraz
UNIVERSIDADE FEDERAL DO ESPÍRITO SANTO, docente
UNIVERSIDADE DE SÃO PAULO, pós-doutorando
2. AGENDA
According to Pennycook (2010), the "critical" has reached a
level of saturation provided that many fields of knowledge
have added the term (critical discourse analysis, critical
literacy, critical sociolinguistics) as a way to position
themselves in relation to its non-critical counterparts.
This can be problematic in the sense that the binary
oppositions are perpetuated in power relations where the
“best” is the “critical” and the worst is the non-critical.
3. Should we then abandon the term or keep on
problematizing it? In local contexts, is there still the need
for criticality?
This paper seeks to answer these questions by analyzing
some activities in two disciplines of the Foreign
Languages-English undegraduate course of the Federal
University of Espírito Santo.
At first, I analyze some possible meanings assigned to the
term critical and, secondly, I discuss two pedagogical
practices performed under critical perspectives.
7. 3 perspectives on CRITIQUE (MONTE MÓR
and RICOUER)
1. CRITIQUE as MEANING MAKING PROCESSES
2. CRITIQUE as SUSPENSION of the truth
3. CRITIQUE as “DISRUPTION/RUPTURE”
8. 1) …has to do with the new ways of knowledge construction,
as evidenced by researchers as Morin (1998; 2000),
Lankshear & Knobel (2003)
2) And it´s a term that revisits the concept of reading and
interpretation, reinforcing critique – according to which
“meaning is not in the head, but in social practices; and
that in acquiring social practices one gets 'deep‘ meanings
'free'” (Gee 1997, p. 274) .(Monte Mór 2008)
CRITIQUE as MEANING MAKING
9.
10. 2. Critique as Suspicion or “suspension” of
the truths
Monte Mor´s / Ricoeur´ s
(suspect or distrust an interpretation in order to investigate other
interpretations)
15. Local Practices – the PPP of UFES
The Pedagogical Project Proposal (PPP) of the Foreign
Languages-English undergraduate course, some of the
challenges of the course are:
Definition of transdisciplinary competences as main
objectives of the learning-teaching process
Contextualization of contents,
Integration of disciplines aiming at the development of
the competences necessary to the inter and
transdisciplinary work of future professionals
Ensure the education of professionals with critical spirit
and willingness for change.
16. However, in practice, this interdisciplinarity does not work,
with rare exceptions, there is no dialogue among the
professors and the departments involved.
The curricular disciplines of qualification in English are
mostly focused on language acquisition in deeper levels,
which shows a predominantly structuralist perspective.
The disciplines Morphosyntax, Phonetics and phonology,
Prosody, Semantics, Textual genres, Academic writing,
Applied linguistics (as cognition/acquisition or as pragmatics
only) are some examples of this perspective.
With regard to the literature disciplines, we can see the
sovereign presence of American and British literatures, as
well as American and British studies.
17. it is an excellent curriculum
students start the course with a high language level and
leave it even more fluent,
the practices which are more educational (sociocultural
and critical ones) depend tremendously on the individual
work of some professors.
Within this context, should the critical be problematized
or should we abandon it?
18. Local practice 1: working within the
“BRECHAS”/ gaps of the curriculum (DUBOC
2015)
Acting in the gaps of the curriculum is one of Duboc’s proposal
(2012, 2014a) and it may lead to disruption and meaning making
processes.
English Language: Writing Communication and Academic Text,
PROJECT: Meaningful and Real writing:
inspired by the idea that the students should not be read just by their professors, who
will read the final papers and then probably shelve them until throwing them away one
day.
19. The project...
Students were invited to write an academic article in
English to be published
In the middle of the process, everybody presented their
research projects.
At the end, they all discussed the papers orally with a board
of invited professors, who together with the
professor/advisor, read and evaluated all the papers.
20. Selected papers for publication
Keep calm, carry on, and let God save the Queen: Multiliteracies and British
Pop Culture
Female presence in the Brazilian heavy metal scene
Canadians beliefs about their own cultural aspects: Canada is not (just) the
backyard of the United States
The importance of Language and Culture for English teachers and students
Students´ realities in public schools
Music, language and tradition: An analysis based on a Gaelic folk song
21. The students’ disruption process occurred as they got
to believe that they would be able to carry out a
relevant research and that this research, as I have
reinforced, would not be “shelved” by the
professor/advisor, but would be read by him and by
other professors, besides being appreciated for
publication.
22. It is worth pointing out that all the 16 students decided to
participate and all of them carried out their research.
The meaning making process took place in several ways:
during the orientation process the choices and possibilities
of topics were respected,
the student did not have to research the professor’s topics
they were all encouraged to make their own interpretations
and analysis of their data or study goals.
23. Project 2: Pedagogy of Multiliteracies
The second example refers to teacher education, thinking about
our local context (Vitória city, Espírito Santo, Brazil).
According to Rajagopalan’s views (2006), “the theories in global
terms, i.e. without worrying about the local specifities
contribute little or not at all to solve problems faced in real
life.” (RAJAGOPALAN: 2006, p. 163-164).
24. A case study: Brazilian company Petrobrás.
The company is part of the students’ real/LOCAL life in
Vitória (ES), either because their relatives work there, or
due to their desire to become English teachers for the
staff of this renowned national company
25. The objectives of the activity were suspending and
promoting the construction of their own meanings towards
the views about Petrobrás.
This activity was proposed by means of a collaborative
work, local discussion, criticality and multimodality.
26. The students were invited to research on the company
Petrobrás having in mind different viewpoints; in groups,
they were divided into committees (ES government,
federal government, multinational companies, Petrobrás,
UFES, “capixabas”, Greenpeace) and prepared themselves
to debate about oil exploration in Espírito Santo.
At the end, they created a poster and presented their
proposals (real ones) in an oral and visual way. For the
debate, each group asked questions to the committees
29. The multimodal aspects of this project:
digitality (online research),
image production (visual literacy),
collective meaning making,
oral presentation of ideas and visual and oral debate
30. I interpret this very simple activity as promoter of
criticality through meaning making performed by the
students, through the disruptions coming from the
information brought and through the heated debates.
Furthermore, the students promoted the suspicion of the
discourses that ran in the mass media in relation to the
events occurred in the company at that time.
31. Should we, therefore, abandon the term critical or keep
on problematizing it? In local contexts, is there still the
need for criticality?
I believe these questionings impact all of us, as they make
us question several of our practices, not only as English
language teachers, but mainly as educators:
what do our students take away when leaving the
classroom? What do they actually learn? Should we seek
solely for linguistic proficiency or we can teach more than
that? This latter question is the core of our studies.
32. So, let´s hit our boats...
I believe that with simple activities + a revisioning of the
term critical can provide little changes, or
transformations WITH/THROUGH the English language
(teaching and learning)
