This document describes a process drama teaching case study conducted at an Australian secondary school that used drama techniques to teach Chinese language and culture to non-Chinese background students. The drama project involved students writing and performing a play based on the film Kung Fu Panda in Chinese class over several weeks, with teacher guidance. The case study discusses the implementation of the drama activities and lessons learned regarding effective use of drama approaches in secondary school Chinese language education.
Sarah Babbitt has over 20 years of experience as an English instructor and writer. She holds advanced degrees in English education, creative writing, and Italian language and culture. Currently she teaches developmental writing and college composition courses at North Hennepin Community College. She has also taught at several secondary schools and guest lectured at the college level. Her areas of research interest include American literature, urban literature, and Dante's Inferno. She is working on a book of poems and translating the works of Eugenio Montale.
In this webinar, we introduce the concept of translanguaging in the EFL classroom which is the simultaneous use of more than one language to make meaning. Through the presentation, we will provide examples of how teachers have used translanguaging practices to help students learn English. These examples are taken from observations and research done in Puerto Rico and Peru. It will also be discussed the role that Spanish has played in EFL classrooms and how it has been used to bridge the gap between two languages.
This webinar for English language teachers was hosted by the Regional English Language Office at the US Embassy in Peru.
► About the speaker:
▪▪ Vanessa Mari has worked as an English teacher for the past 8 years. She started her career teaching English as a second language in a public high school in Puerto Rico. Her experience as a teacher prompted her interest in studying the ELL population. Her research has focused on teacher motivation, attitudes, and translanguaging. Vanessa Mari has also taught in diverse academic setting including the University of Puerto Rico Mayagüez, the University of Texas San Antonio and The University of Piura. She has also collaborated with the Ministry of Education in Peru as the English Language Fellow.
► Find the webinar here: https://youtu.be/mWbPHdwTlgE
► Subscribe here for new RELO webinars: http://eepurl.com/gZS7r
★ Follow us on social media! ★
▪▪ RELO Andes
: FACEBOOK - http://www.facebook.com/reloandes
: TWITTER - http://www.twitter.com/reloandes
▪▪ US Embassy in Peru
: FACEBOOK - http://www.facebook.com/Peru.usembassy
: TWITTER - http://www.twitter.com/usembassyperu
: INSTAGRAM - http://www.instagram.com/usembassyperu
: YOUTUBE - http://www.youtube.com/user/USEMBASSYPERU
William H. Parker Leadership Academy Hall of Honor
In 2008, Dr. Kritsonis was inducted into the William H. Parker Leadership Academy Hall of Honor, Graduate School, Prairie View A&M University – The Texas A&M University System. He was nominated by doctoral and master’s degree students.
Dr. William Kritsonis & Dr. Norman L. Butler
The document outlines a lesson plan for a 10th grade language arts class on autobiographies. Students will read an excerpt from the autobiography of Frederick Douglass and write their own autobiography. They will collaborate to create a class blog to publish their work. The lesson incorporates multicultural elements, including providing translations of the Douglass text in various languages and encouraging students to write drafts in different languages for extra credit. Peer editing workshops are a key part of the writing process.
The document outlines a lesson plan for a 10th grade language arts classroom on autobiographies. Students will read an excerpt from the autobiography of Frederick Douglass and write their own autobiography. They will collaborate to create a blog showcasing their work. The lesson incorporates multicultural elements, including making translations of readings available in various languages and encouraging the use of students' home languages.
Irina Piippo gave a presentation on enhancing participation through translanguaging by using students' home languages as a resource in basic literacy training. She discussed translanguaging as both a theoretical perspective on multilingualism that sees languages as a unified bank of resources, as well as pedagogical practices that go beyond distinct languages. Harnessing translanguaging in the classroom can support students' multilingualism, make their minority languages visible, and facilitate connections between home and school. Some challenges include balancing multiple home languages and utilizing linguistic resources the teacher lacks.
The Translanguaging Current in Language Education. Ofelia Garcías föreläsning på Symposium 2015:
http://www.andrasprak.su.se/konferenser-och-symposier/symposium-2015/program/the-translanguaging-current-in-language-education-1.231363
Teaching Reading to English Language LearnersJamieMDavis
This document provides recommendations for developing reading and language arts lessons that are accessible for English language learners with varying levels of English proficiency. It suggests incorporating pre-reading strategies like modeling reading aloud and allowing various response types. It also recommends using primary language content, manipulatives, visuals and multimedia, teaching thematically with repeated vocabulary, and emphasizing discussion. Providing comprehensible input by teaching in a way students can understand and individualizing instruction based on each student's linguistic and conceptual knowledge are also highlighted. The document outlines strategies for writing development and using music to support literacy.
Sarah Babbitt has over 20 years of experience as an English instructor and writer. She holds advanced degrees in English education, creative writing, and Italian language and culture. Currently she teaches developmental writing and college composition courses at North Hennepin Community College. She has also taught at several secondary schools and guest lectured at the college level. Her areas of research interest include American literature, urban literature, and Dante's Inferno. She is working on a book of poems and translating the works of Eugenio Montale.
In this webinar, we introduce the concept of translanguaging in the EFL classroom which is the simultaneous use of more than one language to make meaning. Through the presentation, we will provide examples of how teachers have used translanguaging practices to help students learn English. These examples are taken from observations and research done in Puerto Rico and Peru. It will also be discussed the role that Spanish has played in EFL classrooms and how it has been used to bridge the gap between two languages.
This webinar for English language teachers was hosted by the Regional English Language Office at the US Embassy in Peru.
► About the speaker:
▪▪ Vanessa Mari has worked as an English teacher for the past 8 years. She started her career teaching English as a second language in a public high school in Puerto Rico. Her experience as a teacher prompted her interest in studying the ELL population. Her research has focused on teacher motivation, attitudes, and translanguaging. Vanessa Mari has also taught in diverse academic setting including the University of Puerto Rico Mayagüez, the University of Texas San Antonio and The University of Piura. She has also collaborated with the Ministry of Education in Peru as the English Language Fellow.
► Find the webinar here: https://youtu.be/mWbPHdwTlgE
► Subscribe here for new RELO webinars: http://eepurl.com/gZS7r
★ Follow us on social media! ★
▪▪ RELO Andes
: FACEBOOK - http://www.facebook.com/reloandes
: TWITTER - http://www.twitter.com/reloandes
▪▪ US Embassy in Peru
: FACEBOOK - http://www.facebook.com/Peru.usembassy
: TWITTER - http://www.twitter.com/usembassyperu
: INSTAGRAM - http://www.instagram.com/usembassyperu
: YOUTUBE - http://www.youtube.com/user/USEMBASSYPERU
William H. Parker Leadership Academy Hall of Honor
In 2008, Dr. Kritsonis was inducted into the William H. Parker Leadership Academy Hall of Honor, Graduate School, Prairie View A&M University – The Texas A&M University System. He was nominated by doctoral and master’s degree students.
Dr. William Kritsonis & Dr. Norman L. Butler
The document outlines a lesson plan for a 10th grade language arts class on autobiographies. Students will read an excerpt from the autobiography of Frederick Douglass and write their own autobiography. They will collaborate to create a class blog to publish their work. The lesson incorporates multicultural elements, including providing translations of the Douglass text in various languages and encouraging students to write drafts in different languages for extra credit. Peer editing workshops are a key part of the writing process.
The document outlines a lesson plan for a 10th grade language arts classroom on autobiographies. Students will read an excerpt from the autobiography of Frederick Douglass and write their own autobiography. They will collaborate to create a blog showcasing their work. The lesson incorporates multicultural elements, including making translations of readings available in various languages and encouraging the use of students' home languages.
Irina Piippo gave a presentation on enhancing participation through translanguaging by using students' home languages as a resource in basic literacy training. She discussed translanguaging as both a theoretical perspective on multilingualism that sees languages as a unified bank of resources, as well as pedagogical practices that go beyond distinct languages. Harnessing translanguaging in the classroom can support students' multilingualism, make their minority languages visible, and facilitate connections between home and school. Some challenges include balancing multiple home languages and utilizing linguistic resources the teacher lacks.
The Translanguaging Current in Language Education. Ofelia Garcías föreläsning på Symposium 2015:
http://www.andrasprak.su.se/konferenser-och-symposier/symposium-2015/program/the-translanguaging-current-in-language-education-1.231363
Teaching Reading to English Language LearnersJamieMDavis
This document provides recommendations for developing reading and language arts lessons that are accessible for English language learners with varying levels of English proficiency. It suggests incorporating pre-reading strategies like modeling reading aloud and allowing various response types. It also recommends using primary language content, manipulatives, visuals and multimedia, teaching thematically with repeated vocabulary, and emphasizing discussion. Providing comprehensible input by teaching in a way students can understand and individualizing instruction based on each student's linguistic and conceptual knowledge are also highlighted. The document outlines strategies for writing development and using music to support literacy.
Translanguaging and the globalization of YouTubePhil Benson
This document summarizes research on informal language learning through engagement with digital media like YouTube. It discusses how YouTube allows for translanguaging practices in user-generated videos and comments. Research approaches described include longitudinal case studies and discourse analysis of video content. Evidence suggests YouTube enables microglobalization where individuals communicate across borders, and informal language learning in comment exchanges where users provide explanations and feedback.
This document discusses factors that affect the school success of English language learners (ELLs) who live between worlds. It notes that ELLs come from different cultural worlds than their teachers and may feel marginalized in school. The school exists within various overlapping contexts including national/state, community/family, and school levels. These contexts interact dynamically and no single factor explains ELL success or failure. The document examines characteristics of different types of ELL students and discusses how teacher knowledge, beliefs and classroom practices impact ELL learning. It advocates supporting students' home languages and cultures while developing English proficiency.
This summary provides an overview of Nell Rose Hill's background and qualifications:
Nell Rose Hill is a Ph.D. candidate in English with a focus on composition and TESOL at Indiana University of Pennsylvania. Her dissertation research examines online communities of English program coordinators. She has over 10 years of experience teaching English, ESL, French, and other subjects at the university and high school levels. Currently, Hill works as a lecturer and coordinator of the ESL program at Governors State University, where her responsibilities include curriculum design, instruction, and program management. She has received recognition for her teaching and service work.
TICE - Building Academic Language in the Classroom HandoutElisabeth Chan
The document summarizes differences between conversational and academic language. It discusses Cummins' model of basic interpersonal communicative skills (BICS) developing in 2-3 years versus cognitive academic language proficiency (CALP) taking 5-7 years. It also references Cummins' quadrants for context and cognitive demand. The rest of the document provides strategies and activities for developing academic writing, reading, speaking and vocabulary skills with examples such as focusing on content and organization in writing, using think-alouds in reading and avoiding initiation-response-evaluation patterns in speaking.
Authenticity in a Global Context: Learning, Working and Communicating with L2...Richard Pinner
This presentation outlines an in-service training workshop for high-school teachers of English as a Foreign Language, accredited by the Japanese ministry of education. The workshop focused on the use of authentic materials to motivate students and attempted to gauge the participants’ existing ideas about authenticity in language teaching and examine how these fit with the way English is currently employed for international communication in the global context. I proposed during the workshop that authenticity be reconceptualised as a continuum, incorporating contextual and social dimensions. Participants were then asked to reflect on their concept of authenticity before and after the workshop to examine the impact of the proposed continuum. Data were collected from participants in the form of a written reaction to the workshop and questionnaire, as well as teacher/researchers’ observations and journal entries.
Most of the data are qualitative, and the study design was based on exploratory practice, so data came from pedagogic sources from the workshop. The research attempted to involve all the participants in a way that encouraged them to reflect on their own practice. Although at times I present data in a way which quantifies the responses, the majority of data analysis was done in an interpretive way, coding the data as I went through it and then re-coding it as the bigger picture emerged. I used NVivo analysis software to create nodes and run word frequency queries as I worked through the data, which helped in selecting the major themes for the responses.
From a total of 33 participants, 23 (almost 70 per cent) had culturally embedded definitions of authenticity, with 18 participants (over 50 per cent) specifically making reference to native speakers. Participants commented that the workshop had helped them to expand their ideas about authenticity, which for many was a motivating or empowering experience.
This document discusses the relationship between English language teaching (ELT) and cultural imperialism. It argues that promoting certain prestigious varieties of English over others can perpetuate Anglo-American dominance and negatively impact learners' cultural integrity. However, positioning English as an international language (EIL) that belongs equally to all its speakers may help address this issue. The document also examines how insistence on near-native proficiency and culture-specific teaching methods can impose foreign cultural norms and undermine learners' own identities and cultural diversity more broadly.
This document is a resume for Nancy F. Huth, an English teacher with over 30 years of experience teaching in the Schenectady City School District. She has a Master's degree in English from Syracuse University and a Bachelor's degree from SUNY Plattsburgh. Her resume outlines her educational background and credentials, awards, employment history including administrative roles, and publications.
Maryna Tsehelska has applied for the position of Vice-President. She has a Candidate of Science degree in Philology and 24 years of teaching experience at various levels of education. Her experiences include developing private language schools and participating in projects with TESOL-Ukraine and Hawaii-TESOL. She has authored several textbooks and currently researches cognitive pedagogy in teaching English. Her qualifications and experiences would help TESOL-Ukraine further develop and transform to an important symbol of change in Ukraine.
The document describes a trial unit of study conducted by the author with bilingual teachers at a New Jersey middle school. The unit focused on journeys and immigration. Students read books about refugees and engaged in art conversations, where they used art supplies to have dialogues without words. The author then used the artworks to inspire student poems. Large panels were created combining art and poems. The unit helped increase students' reading proficiency and interest in immigration topics.
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
This document outlines a project to use literature in an English as a Foreign Language (EFL) classroom by taking advantage of Web 2.0 tools. The project introduces 12-13 year old students to using a wiki to engage with a short story called "The Restaurant". Over five weeks, students will watch pictures and videos related to the story, write a summary, discuss their understanding, and provide final reflections on the wiki platform. The goals are to use authentic materials to enrich students' cultural and language learning through a flexible collaborative online space.
The document discusses creativity in music education and assessing student creativity. It describes how public schools are stifling creativity. It then outlines a cross-curricular project developed by the author where students write poetry in response to pieces of music. The author advocates using rubrics to assess student creativity, as suggested by Professor Maud Hickey. An example rubric is provided to assess poems based on length, musical connection, rhyme, and word choice. A video of the author implementing the first part of this lesson is also referenced.
William Heidenfeldt is a PhD candidate in Romance Languages and Literatures at UC Berkeley. His research interests include foreign language teacher education, language and identity, and second language acquisition. He has taught French language courses at UC Berkeley since 2008 and has experience teaching middle school. He is expected to receive his PhD in May 2015 with a dissertation on identity work and pedagogical decisions of secondary school L2 teachers.
The document provides an overview of different models for categorizing speakers of English based on whether it is their native, second, or foreign language. It discusses Kachru's three circles model of inner circle (traditional bases), outer circle (former colonies), and expanding circle (other countries). It notes difficulties with these models and proposes some alternatives, including based on competence rather than geography. Sound samples from different English speakers are then provided to test whether the listener can identify a native versus non-native speaker.
The document provides a history of language teaching methods from the 19th century to modern times. It begins with the Grammar Translation Method which dominated European language teaching from 1840-1940s and focused on grammar rules, translation, reading, and writing. In the late 19th century, specialists like Marcel, Prendergast, and Gouin created new strategies emphasizing meaning and oral proficiency. The Reform Movement in the early 20th century advocated principles based on linguistic analysis and speech. This led to the Direct Method, which aimed to think directly in the target language without translation. While popular in Europe, it declined in schools by the 1920s. Modern methods from the 1950s on included Audio-Lingual, Situ
This document discusses teaching Polish students to write in English by building on their native Polish discourse styles and culture. It describes key differences between Polish and English rhetorical styles, such as Poland's emphasis on content over structure and England's preference for linearity. The author implemented lessons comparing cohesion/coherence in Polish and English texts. Students learned to appreciate cultural differences in writing without perceiving their own style as inadequate. Evaluations showed students found the individualized approach beneficial for developing skills to write for international audiences.
ESOL learners’ views and experiences of language learning, integration and id...RMBorders
Presentation by Jill Court 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.
The document provides information on new National Writing Project sites in Elk River, Montana and Singapore. It then lists the Board of Directors and notes a new Board Chair. Finally, it discusses the National Student Poets program, showing pictures of past student poets and activities.
Drama is a valuable tool for teaching English as a second language. It engages students actively in the learning process and fosters their language skills. Through drama activities, students improve their confidence, creativity, and motivation to learn. Drama allows students to use English in meaningful contexts. Some key drama techniques used in ESL teaching include role plays, simulations, improvisation, and dramatizing stories and literature. While drama has benefits, teachers must implement techniques carefully to control the class and ensure activities enhance learning.
Using drama in the classroom is a powerful teaching tool that captures students' attention. Drama activities can have surprising results and transform both actors and audiences. Drama provides an excellent platform for exploring practical and theoretical aspects of language. It allows language to be used in context and come to life in an interactive and visual way. The benefits of drama include the acquisition of meaningful interaction, assimilation of pronunciation and prosody, and contextualized learning of vocabulary and structures.
The document discusses using drama in the classroom as a powerful teaching tool. It captures students' attention and can transform the classroom into a quasi-real language situation. Drama provides opportunities for personal growth, exploring language aspects practically, and developing communicative skills. The language comes alive in context through improvisation, making learning fun and memorable. Benefits include meaningful interaction, assimilation of pronunciation/prosody, vocabulary/structure acquisition, and confidence in the target language. Drama also improves cooperation, critical thinking, social awareness, and a healthy release of emotion.
This document discusses the origins and key concepts of communicative language teaching (CLT). CLT focuses on developing students' communicative competence through classroom activities that involve meaningful communication, such as role plays and group work. The concept of communicative competence emphasizes using language appropriately within social contexts. CLT emerged from developments in Europe and North America in the 1970s that emphasized functional language ability and meeting learners' communicative needs. While CLT is now widely practiced, some teachers find its focus on meaning over form frustrating or ambiguous. Assessment of communicative competence also remains a challenge. Overall, CLT prioritizes engaging learners in real communication to develop their language skills for social purposes.
Translanguaging and the globalization of YouTubePhil Benson
This document summarizes research on informal language learning through engagement with digital media like YouTube. It discusses how YouTube allows for translanguaging practices in user-generated videos and comments. Research approaches described include longitudinal case studies and discourse analysis of video content. Evidence suggests YouTube enables microglobalization where individuals communicate across borders, and informal language learning in comment exchanges where users provide explanations and feedback.
This document discusses factors that affect the school success of English language learners (ELLs) who live between worlds. It notes that ELLs come from different cultural worlds than their teachers and may feel marginalized in school. The school exists within various overlapping contexts including national/state, community/family, and school levels. These contexts interact dynamically and no single factor explains ELL success or failure. The document examines characteristics of different types of ELL students and discusses how teacher knowledge, beliefs and classroom practices impact ELL learning. It advocates supporting students' home languages and cultures while developing English proficiency.
This summary provides an overview of Nell Rose Hill's background and qualifications:
Nell Rose Hill is a Ph.D. candidate in English with a focus on composition and TESOL at Indiana University of Pennsylvania. Her dissertation research examines online communities of English program coordinators. She has over 10 years of experience teaching English, ESL, French, and other subjects at the university and high school levels. Currently, Hill works as a lecturer and coordinator of the ESL program at Governors State University, where her responsibilities include curriculum design, instruction, and program management. She has received recognition for her teaching and service work.
TICE - Building Academic Language in the Classroom HandoutElisabeth Chan
The document summarizes differences between conversational and academic language. It discusses Cummins' model of basic interpersonal communicative skills (BICS) developing in 2-3 years versus cognitive academic language proficiency (CALP) taking 5-7 years. It also references Cummins' quadrants for context and cognitive demand. The rest of the document provides strategies and activities for developing academic writing, reading, speaking and vocabulary skills with examples such as focusing on content and organization in writing, using think-alouds in reading and avoiding initiation-response-evaluation patterns in speaking.
Authenticity in a Global Context: Learning, Working and Communicating with L2...Richard Pinner
This presentation outlines an in-service training workshop for high-school teachers of English as a Foreign Language, accredited by the Japanese ministry of education. The workshop focused on the use of authentic materials to motivate students and attempted to gauge the participants’ existing ideas about authenticity in language teaching and examine how these fit with the way English is currently employed for international communication in the global context. I proposed during the workshop that authenticity be reconceptualised as a continuum, incorporating contextual and social dimensions. Participants were then asked to reflect on their concept of authenticity before and after the workshop to examine the impact of the proposed continuum. Data were collected from participants in the form of a written reaction to the workshop and questionnaire, as well as teacher/researchers’ observations and journal entries.
Most of the data are qualitative, and the study design was based on exploratory practice, so data came from pedagogic sources from the workshop. The research attempted to involve all the participants in a way that encouraged them to reflect on their own practice. Although at times I present data in a way which quantifies the responses, the majority of data analysis was done in an interpretive way, coding the data as I went through it and then re-coding it as the bigger picture emerged. I used NVivo analysis software to create nodes and run word frequency queries as I worked through the data, which helped in selecting the major themes for the responses.
From a total of 33 participants, 23 (almost 70 per cent) had culturally embedded definitions of authenticity, with 18 participants (over 50 per cent) specifically making reference to native speakers. Participants commented that the workshop had helped them to expand their ideas about authenticity, which for many was a motivating or empowering experience.
This document discusses the relationship between English language teaching (ELT) and cultural imperialism. It argues that promoting certain prestigious varieties of English over others can perpetuate Anglo-American dominance and negatively impact learners' cultural integrity. However, positioning English as an international language (EIL) that belongs equally to all its speakers may help address this issue. The document also examines how insistence on near-native proficiency and culture-specific teaching methods can impose foreign cultural norms and undermine learners' own identities and cultural diversity more broadly.
This document is a resume for Nancy F. Huth, an English teacher with over 30 years of experience teaching in the Schenectady City School District. She has a Master's degree in English from Syracuse University and a Bachelor's degree from SUNY Plattsburgh. Her resume outlines her educational background and credentials, awards, employment history including administrative roles, and publications.
Maryna Tsehelska has applied for the position of Vice-President. She has a Candidate of Science degree in Philology and 24 years of teaching experience at various levels of education. Her experiences include developing private language schools and participating in projects with TESOL-Ukraine and Hawaii-TESOL. She has authored several textbooks and currently researches cognitive pedagogy in teaching English. Her qualifications and experiences would help TESOL-Ukraine further develop and transform to an important symbol of change in Ukraine.
The document describes a trial unit of study conducted by the author with bilingual teachers at a New Jersey middle school. The unit focused on journeys and immigration. Students read books about refugees and engaged in art conversations, where they used art supplies to have dialogues without words. The author then used the artworks to inspire student poems. Large panels were created combining art and poems. The unit helped increase students' reading proficiency and interest in immigration topics.
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
This document outlines a project to use literature in an English as a Foreign Language (EFL) classroom by taking advantage of Web 2.0 tools. The project introduces 12-13 year old students to using a wiki to engage with a short story called "The Restaurant". Over five weeks, students will watch pictures and videos related to the story, write a summary, discuss their understanding, and provide final reflections on the wiki platform. The goals are to use authentic materials to enrich students' cultural and language learning through a flexible collaborative online space.
The document discusses creativity in music education and assessing student creativity. It describes how public schools are stifling creativity. It then outlines a cross-curricular project developed by the author where students write poetry in response to pieces of music. The author advocates using rubrics to assess student creativity, as suggested by Professor Maud Hickey. An example rubric is provided to assess poems based on length, musical connection, rhyme, and word choice. A video of the author implementing the first part of this lesson is also referenced.
William Heidenfeldt is a PhD candidate in Romance Languages and Literatures at UC Berkeley. His research interests include foreign language teacher education, language and identity, and second language acquisition. He has taught French language courses at UC Berkeley since 2008 and has experience teaching middle school. He is expected to receive his PhD in May 2015 with a dissertation on identity work and pedagogical decisions of secondary school L2 teachers.
The document provides an overview of different models for categorizing speakers of English based on whether it is their native, second, or foreign language. It discusses Kachru's three circles model of inner circle (traditional bases), outer circle (former colonies), and expanding circle (other countries). It notes difficulties with these models and proposes some alternatives, including based on competence rather than geography. Sound samples from different English speakers are then provided to test whether the listener can identify a native versus non-native speaker.
The document provides a history of language teaching methods from the 19th century to modern times. It begins with the Grammar Translation Method which dominated European language teaching from 1840-1940s and focused on grammar rules, translation, reading, and writing. In the late 19th century, specialists like Marcel, Prendergast, and Gouin created new strategies emphasizing meaning and oral proficiency. The Reform Movement in the early 20th century advocated principles based on linguistic analysis and speech. This led to the Direct Method, which aimed to think directly in the target language without translation. While popular in Europe, it declined in schools by the 1920s. Modern methods from the 1950s on included Audio-Lingual, Situ
This document discusses teaching Polish students to write in English by building on their native Polish discourse styles and culture. It describes key differences between Polish and English rhetorical styles, such as Poland's emphasis on content over structure and England's preference for linearity. The author implemented lessons comparing cohesion/coherence in Polish and English texts. Students learned to appreciate cultural differences in writing without perceiving their own style as inadequate. Evaluations showed students found the individualized approach beneficial for developing skills to write for international audiences.
ESOL learners’ views and experiences of language learning, integration and id...RMBorders
Presentation by Jill Court 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.
The document provides information on new National Writing Project sites in Elk River, Montana and Singapore. It then lists the Board of Directors and notes a new Board Chair. Finally, it discusses the National Student Poets program, showing pictures of past student poets and activities.
Drama is a valuable tool for teaching English as a second language. It engages students actively in the learning process and fosters their language skills. Through drama activities, students improve their confidence, creativity, and motivation to learn. Drama allows students to use English in meaningful contexts. Some key drama techniques used in ESL teaching include role plays, simulations, improvisation, and dramatizing stories and literature. While drama has benefits, teachers must implement techniques carefully to control the class and ensure activities enhance learning.
Using drama in the classroom is a powerful teaching tool that captures students' attention. Drama activities can have surprising results and transform both actors and audiences. Drama provides an excellent platform for exploring practical and theoretical aspects of language. It allows language to be used in context and come to life in an interactive and visual way. The benefits of drama include the acquisition of meaningful interaction, assimilation of pronunciation and prosody, and contextualized learning of vocabulary and structures.
The document discusses using drama in the classroom as a powerful teaching tool. It captures students' attention and can transform the classroom into a quasi-real language situation. Drama provides opportunities for personal growth, exploring language aspects practically, and developing communicative skills. The language comes alive in context through improvisation, making learning fun and memorable. Benefits include meaningful interaction, assimilation of pronunciation/prosody, vocabulary/structure acquisition, and confidence in the target language. Drama also improves cooperation, critical thinking, social awareness, and a healthy release of emotion.
This document discusses the origins and key concepts of communicative language teaching (CLT). CLT focuses on developing students' communicative competence through classroom activities that involve meaningful communication, such as role plays and group work. The concept of communicative competence emphasizes using language appropriately within social contexts. CLT emerged from developments in Europe and North America in the 1970s that emphasized functional language ability and meeting learners' communicative needs. While CLT is now widely practiced, some teachers find its focus on meaning over form frustrating or ambiguous. Assessment of communicative competence also remains a challenge. Overall, CLT prioritizes engaging learners in real communication to develop their language skills for social purposes.
Embedding modern languages across the disciplines - Catriona CunninghamHEA_STEM
This presentation is linked to a workshop presented at the HEA Enhancement event ‘Successful students: enhancing employability through enterprise education’. The blog post that accompanies this presentation can be accessed via http://bit.ly/1xsrSQg
Embedding modern languages across the disciplines - Catriona CunninghamHEA_HSC
This presentation is linked to a workshop presented at the HEA Enhancement event ‘Successful students: enhancing employability through enterprise education’. The blog post that accompanies this presentation can be accessed via
This presentation is linked to a workshop presented at the HEA Enhancement event ‘Successful students: enhancing employability through enterprise education’. The blog post that accompanies this presentation can be accessed via
Embedding modern languages across the disciplines - Catriona CunninghamHEA_AH
This presentation is linked to a workshop presented at the HEA Enhancement event ‘Successful students: enhancing employability through enterprise education’. The blog post that accompanies this presentation can be accessed via
Robert Hill - Hong Kong Black Cat Seminars For Teachers 2007cp.blackcat
The document discusses how Black Cat readers can be used effectively in English language teaching. It provides examples of activities like using the readers as complete lessons, for homework, or as part of class lessons. It also discusses how the readers are graded based on language structures and how visual and audio support can aid comprehension. Cross-curricular links to other subjects and internet projects involving skills like summarizing are also mentioned.
Intercultural language learning: performance and reflection through process d...MLTA of NSW
Intercultural language learning: performance and reflection through process drama Presentation given by Julia Rothwell at AFMLTA conference Sydney 2009
The document discusses using role plays and drama on "Magic Adventure Day" to make English classes more dynamic and motivate students. It proposes organizing one day a week where students reinforce topics through playful role playing activities. Examples of informal lesson plans for role plays are provided. Role plays are said to help students develop communication skills and use language pragmatically in context. The proposal must be submitted to the school director and shared with the community. Role plays allow students to communicate ideas and emotions through assuming perspectives in make-believe situations.
Erika Dickerson is an educator and artist pursuing careers in literary and performance arts education. She holds a Bachelor's degree in English Education and is pursuing a Master's degree. Her work uses art to investigate educational inequity and combat social injustice. She has extensive experience teaching, directing, and creating multidisciplinary works that incorporate storytelling, music, poetry, theater and visual art.
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Process drama and chinese language teaching
1. Process Drama and Chinese
Language Teaching - A Practice at
an Australian Secondary School
Yongyang Wang, Trevor Hay
Melbourne Graduate School of Education (MGSE)
The University of Melbourne, Australia
2012 National Chinese language Conference, Washington DC, April 2012
2. • ARC – Intercultural
Approaches to
Teaching Chinese
• Collingwood College –
project partner
• Perspectives and roles:
principal, Chinese
teachers, drama expert,
background Chinese
learners
• Acknowledgements to
the principal and staff
at Collingwood College
This study is funded by
ARC Linkage grant
(LP100100291)
2012 National Chinese Language Conference, Washington DC, April 2012 2
3. • Process drama/drama in education/creative
drama
• It normally takes place among a class of schoolchildren and their teacher,
not in a theatre but in a classroom or studio within a school. The genre
had its formal beginnings in the mid-1950s in Britain, passed through a
number of formative stages, and was consolidated by the late 1970s into
what is recognisably a stable genre with a shared terminology … (O’Toole,
1992)
Learning Through Drama – drama as a medium for learning/ 教育戏
剧
Learning about theatre – drama as the purpose of learning/ 戏剧教育
Process drama is defined as the negotiation of meanings between
teachers and students, and among students (McGregor, Tate and
Robinson, 1977) - Students as a resource for learning
2012 National Chinese Language Conference, Washington DC, April 2012 3
4. • Types of drama approach:
Language games/role plays/scenarios/improvisation/process
drama
• Dramatic techniques:
dialogue, monologue, tension, costumes, silence,
darkness, props, light, stillness, movements,
music
2012 National Chinese Language Conference, Washington DC, April 2012 4
5. Applications of drama approach in L2
• English as L2
– Drama in the English Classroom (Veidemanis, 1962)
– Drama in English Language Teaching: Two Approaches at the University Level in West
Germany (Hall, 1986)
– The Dol project: The Contributions of Process Drama to Improved Results
in English Oral Communication (Stinson & Freebody, 2006)
• Spanish as L2
– To Speak or Not to Speak?: Drama Techniques, Narration and Other Real-Life Activities
(Ballman, 2006)
• Japanese as L2
– Introducing Creative Language Learning in Japan Through Educational Drama
(Araki-Metcalfe, 2008)
• Italian as L2
– Set the Stage! Teaching Italian through Theater: Theories, Methods, and
Practices ( Marini-Maio & Ryan-Scheutz, 2009)
2012 National Chinese Language Conference, Washington DC, April 2012 5
6. • Chinese as L2
– 试论戏剧化教学法在汉语作为第二语言教学中
的运用 - 以澳大利亚的一个课堂教学为例
( 王永阳 , 2009)
– 台湾国立政治大学华语文中心“演戏学中文”
班教学案例 ( 王克信, 2009)
2012 National Chinese Language Conference, Washington DC, April 2012 6
7. Theoretical foundations of drama
approach:
– Developmental psychology – Bruner, Piaget,
Vygotsky, Dewey
– Communicative approach – Halliday, Hymes
Children tend to have cognitive growth with the
aid of ‘repetitive play’ and ‘pretend play’ in
which child engages in a fictional world …
(Piaget, 1962)
2012 National Chinese Language Conference, Washington DC, April 2012 7
8. • What are the differences of drama approach
compare to conventional pedagogy?
– Role of teacher: from deliverer to
facilitator/coach/director/ ‘loving ally’
– Role of student: from passive recipient to active
participants/the owners of learning
– Classroom: ‘third place’ (Kramsch, 1993) for
intercultural dialogues/communication
2012 National Chinese Language Conference, Washington DC, April 2012 8
9. Advantages of drama approach:
‘Drama can lead the inquirer to moments of direct experience,
transcending mere knowledge, enriching the imagination, possibly
touching the heart and soul.’ – Brian Way (Development through Drama) (cited in
Athiemoolam, 2004)
• Contextualized learning
• Drama as incentive to learning
• Drama as ‘authentic material’ (Kramsch, 1993)
• Students’ engagement in learning
• Fostering aesthetic appreciation and empathy with target culture
• Developing intercultural communicative skills
2012 National Chinese Language Conference, Washington DC, April 2012 9
10. • The pioneer of drama in education
Dorothy Heathcote (1926 – 2011)
• Dorothy Heathcote MBE, who died aged 85 in August
2011, was a world-renowned teacher who revolutionised
the use of Drama in Education through a variety of
pioneering techniques.
• ‘It is difficult to grasp how the 14-year-old girl who
entered a Yorkshire woollen mill to work in 1940 could
become a key international figure in the world of
education and drama and yet by the age of 24 she had
become a lecturer at the Newcastle-upon-Tyne campus of
Durham University, beginning a career that was to span
60 years.’
– ‘Mantle of the expert’ and ‘teacher in role’
http://www.mantleoftheexpert.com
– Dorothy Heathcote - A celebration of life
http://www.dorothyheathcote.org/videos-of-dh-2/
–Gavin Bolton: Drama for Learning (1994)
–Betty Jane Wagner: Dorothy Heathcote: Drama as a
Learning Medium (1999)
2012 National Chinese Language Conference, Washington DC, April 2012 10
11. •
Key Publications
Heathcote, D. (1980). Drama as Context, Huddersfield: National Association for the Teaching of English.
• Heathcote, D., & Bolton, G. (1998). Teaching culture through drama. In M. Byram & M. Fleming (Eds.),
Language Learning in Intercultural Perspective (pp. 158-177): Cambridge University Press.
• Heathcote, D., & Bolton, G. (1995). Drama for Learning : Dorothy Heathcote's Mantle of the Expert
Approach to Education Portmouth, NH Heinemann.
• Heinig, R. B. (1993). Creative Drama for the Classroom Teacher / Ruth Beall Heinig (4th ed. ed.). Englewood
Cliffs, N.J. :: Prentice Hall.
• Byrne, C. (1989). Drama in Education: Words into Action
• Holden, S. (1981). Drama in Language Teaching, Harlow:: Longman.
• Parry, C. (1972). English through drama; A Way of Teaching. Cambridge, [Eng.]: University Press.
• Byram, M., & Fleming, M. (Eds.). (1998). Language Learning in Intercultural Perspective: Approaches Through
Drama and Ethnography Cambridge: Cambridge University Press.
• Stern, S. L. (1980). Drama in Second Language Learning from a Psycholinguistic Perspective. Language
Learning Journal, 30(1), 77-100.
• Bräuer, G. (Ed.). (2002). Body and Language: Intercultural Learning through Drama Westport: Ablex
Publishing.
• Hall, A., Guy, I., Stortenbecker, W., & Whitaker, A. (1982). Drama in English-Language Teaching - 2
Approaches At The University Level In West-Germany. [Article]. Applied Linguistics, 3(2), 144-160.
• Wagner, B. J. (1999). Dorothy Heathcote: Drama as a Learning Medium. Portland, Me.: Calendar Islands
Publishers.
• Shimizu, T. (1993). Initial Experiences with Improvised Drama in English Teaching - Working against the
Historical Neglect of Fluency in Language Learning in Japan. In M. Schewe & P. Shaw (Eds.), Towards Drama
as a Method in the Foreign Language Classroom. Berlin: Peter Lang.
• Stinson, M., & Freebody, K. (2006). The Dol project: The contributions of process drama to improved results
in English oral communication. Youth Theatre Journal 20, 27-41.
• Schewe, M., & Shaw, P. (Eds.). (1993). Towards drama as a method in the foreign language classroom
Frankfurt am Main ; New York :: P. Lang.
2012 National Chinese Language Conference, Washington DC, April 2012 11
12. Chinese Drama Class
• Timeframe: Term 4, 45 minutes per class, 2
classes per week, 6 weeks
• Participants:
– Students:12 yr 8 ( 13-14 yrs old ) , non-background learners
(4 females) – 4 groups
• Text: Kung Fu Panda 1.
• Writing tasks – complement to speaking
2012 National Chinese Language Conference, Washington DC, April 2012 12
13. • Week 1: Selecting text:
– Hua Mulan/ 花木兰 animation
– The Herdsman and The Weaver Maid/ 牛郎织女 animation
– The Mummy: Tomb of the Dragon Emperor/ 木乃伊 3 :龙帝之墓 movie
– Kung Fu Panda/ 功夫熊猫 movie
2012 National Chinese Language Conference, Washington DC, April 2012 13
14. • Week 2: Writing up the play
– Wang Laoshi 1st draft
– Group discussion/reading out/modification
– “ 就像乌龟所预言 的,你就是龙战士”,
“ 就像乌龟所说的”。
– “ 你为本村 带来了和平”,
“ 你为我们带来了和平”,
2012 National Chinese Language Conference, Washington DC, April 2012 14
15. • Week 3:
Students study the script
with tutors,
meaning/pronunciation
/cultural elements
2012 National Chinese Language Conference, Washington DC, April 2012 15
16. Week 4: Practising in roles
Week 5: Rehearsal ‘look and speak’
Week 6: Performance (narrators/prompter)
Audience: primary school students
19. Issues related to drama for Chinese
• Selection of text – incentive match with students’ age,
language level, interests
• Teacher’s role – knowledge and drama training
• Students attitudes toward drama approach: anxiety, shy,
reluctance/exciting
• Grouping students: balance gender and different cultural
backgrounds
• Audience: impact on the efficiency of drama approach
• Organizational support: HR, costs of costumes and
props
2012 National Chinese Language Conference, Washington DC, April 2012 19
20. Five key books for drama in
language education
• 1.1 《语言学习中的戏剧技巧 – 语言教师交际活动手册》 (Drama Techniques in
Language Learning – A Resource Book of Communication Activities for Language
Teachers) 。作者 Alan Maley 和 Alan Duff , 1978 年由剑桥大学出版社首次出版
发行,此后多次再版。
• 1.2 《论戏剧作为外语课堂教学法》 (Towards Drama as a Method in the Foreign
Language Classroom), 1993 出版,编者为 Manfred Schewe and Peter Shaw 。
• 1.3 《从语言到世界 : 通过过程戏剧学习第二语言》 (Words into Worlds: Learning a
Second Language through Process Drama), 1998 出版,作者为 Shin-Mei Kao 和 Cecily
O’Neil 。
• 1.4 《跨文化视角中的语言学习 - 戏剧和人种学的方法》( Language Learning in
Intercultural Perspective: Approaches through Drama and Ethnography ) , 编著者为
Michael Byram 和 Michael Fleming , 1998 年由剑桥大学出版社出版。
• 1.5 《身体与语言:通过戏剧的跨文化学习》( Body and language: Intercultural
Learning through Drama ), 2002 年出版,由 Gerd Bräuer 编著。
2012 National Chinese Language Conference, Washington DC, April 2012 20
21. 外语 / 二语教学中的戏剧化教学法 – 简介与案
例
Drama-in-Education and Language Education
王永阳
摘要: 本文的主要目的是介绍一种在外语 / 二语教学
中很有发展潜力的创新性教学法 – 戏剧化教学法
( Drama-in-Education/Process Drama )。戏剧化教
学法不以学习戏剧本身为目的,而是把戏剧作为一
种教学媒介和手段来进行知识传授和技能培养。这
种视角和方法兴盛于 20 世纪中后期的英国,后被
广泛应用到世界各国的外语 / 二语教学中。笔者以
为,戏剧化教学法形式灵活多样,可操作性强,对
激发学生的学习积极性和提高跨文化交际能力等方
面都有积极的作用,值得进一步推介和研究。本文
从创新语言教学法的角度,对戏剧化教学法的代表
人物和著作进行简介,并具体介绍了两个课堂教学
案例和一个教学模式,包括具体的课堂操作过程和
步骤,希望对广大研究者和外语教师的课堂教学有
所启发。
关键词 :戏剧、戏剧化教学法、第二语言教学、
外语教学
2012 National Chinese Language Conference, Washington DC, April 2012 21
22. Rupert in Beijing.
Part One: You Are Here.
Breakfast in the Friendship Hotel, Beijing. Rupert, being an authentic old China hand – Zhonguo tong 中国通 –
decides he will go to the Chinese breakfast room, not that other place swarming with stupid tourists. Yes, he has
made the right decision. There is not another Lao Wai 老外 to be seen in the place. He stops to admire the
Chinese names of the dishes..Kou shui bai rou 口水白肉 , but his culinary Chinese isn’t up to this, so he reads
the translation - ‘White slobber meat’ – and promptly makes his way to the big dining hall with all the tourists.
In fact, the breakfast is only slightly hybrid, and has lots of good Chinese things, plus eggs ‘sunny side up’ or
‘easy over’, which Rupert can hardly bring himself to say. Half hour later, replete with two sunny side ups, youtiao
油条 and baozi 包子 , to mop up the runny egg, baizhou 白粥 to stick to his ribs and foul coffee – just for the
sake of having an interchange with the fuwuyuan 服务员 about the right way to serve coffee to foreigners - he
ventures out of his old haunt with a strong sense of nostalgia…making him feel distinctly superior to all these
ridiculous, ignorant tourists cluttering the place up and spoiling it for genuine waiguo pengyou 外国朋友 and
zhuanjia 专家 like him. When he first came here it was one grand, colossal building with a Friendship Store and
a labyrinth of rooms. Those were the days. Now it is a kind of Las Vegas style entertainment complex, with
numerous buildings linked by corridors – a theme park on the Summer Palace theme. You don’t even need to go
out of the complex to reach another building – ‘lou’ 楼 or dining room, or the Friendship ‘Palace’…’gongdian’ 宫殿
.
However, he is not so confident about what lies outside the Youyi binguan 友谊宾馆 . In his obsessive way, and
remembering past occasions when he had been quite confident he knew his way and then got lost, he studies
the map outside San Dong 三栋 . He finds ‘You are here’, studies the layout intently then moves toward where
the East Gate should be – and the street where he came in last night. But there should be a big garish,
‘American’ spaghetti joint called ‘Friday’s’. He seems to be getting further away from all that..this seems to be
going towards the North gate. He stops at another ‘You are Here’ and checks. How odd, it says he is standing in
front of Building 3, but he just left it behind ten minutes ago. He moves on, finds another sign – this time in front
of what is clearly Building Four 四栋 but the sign says ‘You are Here’ and ‘here’ is supposed to be..Building
Bloody Three again. Ah, he gets it…all the signs are the same, regardless of where they are. You are always
‘here’ in the Friendship Hotel.
(Hay & Wang, draft, work in preparation, A Narrative Resource for Intercultural Learning, April 2012) April 2012
2012 National Chinese Language Conference, Washington DC, 22
23. Thank you.
Emails:
Yongyang Wang: cwan@unimelb.edu.au
Trevor Hay: t.hay@unimelb.edu.au
2012 National Chinese Language Conference, Washington DC, April 2012 23
24. • http://www.dramacpd.org.uk/cpd/index.cfm/cpd-un
http://www.dramacpd.org.uk/cpd/index.cfm/cpd-u
• Puppet show:
• http://www.youtube.com/watch?v=5_mN7cpkWAE
• http://www.youtube.com/watch?feature=endscreen&
2012 National Chinese Language Conference, Washington DC, April 2012 24
25. Some practical advice
• Explanation of drama method to the students
• Be clear how the drama class will be conducted
• What are they expected to do
• Written tasks assistant with speaking
2012 National Chinese Language Conference, Washington DC, April 2012 25