56
WIDER WORLD #KeepOnLearning #AceiaConference16 Elena Merino

From the classroom to the Wider World

Embed Size (px)

Citation preview

Page 1: From the classroom to the Wider World

WIDER

WORLD#KeepOnLearning

#AceiaConference16Elena Merino

Page 2: From the classroom to the Wider World

2

Page 3: From the classroom to the Wider World

3

Page 4: From the classroom to the Wider World

4

Page 5: From the classroom to the Wider World

5

But now…

Page 6: From the classroom to the Wider World

6Presentation Title Arial Bold 7 pt

Did you know?

Page 7: From the classroom to the Wider World

7

So…Who are our students more likely to speak English with?

Page 8: From the classroom to the Wider World

8Presentation Title Arial Bold 7 pt

Our students need to learn how to communicate effectively

Page 9: From the classroom to the Wider World

9

Is effective communicationjust about language?

Page 11: From the classroom to the Wider World

“That was delicious!”

Page 12: From the classroom to the Wider World

12

Effective Communication =

Language + Cultural awareness + Empathy

Page 13: From the classroom to the Wider World

“Unfortunately, in crosscultural interactions, what are generally explained as problems in grammaticality at the sentence level often become interpreted as behavioral

differences of motivation, attitude, and personality on the level of discourse.

It is no exaggeration to say that continuous misperception, misinterpretation and misunderstanding in face-to-face

linguistic encounters can develop into stereotypes that are reinforced over time.”

(Wai Ling Youn, 1982: 83-84)

Page 14: From the classroom to the Wider World

Gravy?

Gumperz (1982)

Page 15: From the classroom to the Wider World

15

Effective Communication =

Language + Cultural awareness + Empathy

Primary Education

Page 16: From the classroom to the Wider World

16Presentation Title Arial Bold 7 pt

Yeah, right, but how?

Page 17: From the classroom to the Wider World
Page 18: From the classroom to the Wider World

To theirtheir world

To a wider worldwider world

From topics

Page 19: From the classroom to the Wider World
Page 20: From the classroom to the Wider World

My pet

Page 21: From the classroom to the Wider World

21

Example

Page 22: From the classroom to the Wider World

I have a cat. its name is Rayo because it is very fast. It is in my granny's house. I see it when I go to my grandparents’ house. it sleeps in a box . I don’t know its breed. But it is black with white patches. It can run to catch the ball, it can’t do judo.My grad parents bought a cat and I named it: Rayo .it is little but it is 2 years old. He eats cat food. 

Page 23: From the classroom to the Wider World
Page 24: From the classroom to the Wider World

KINDERSASTER!

Page 25: From the classroom to the Wider World

Find your teammates!It’s small / big / long / thin

It’s got …legs / a tail

Colours

Page 26: From the classroom to the Wider World

26Presentation Title Arial Bold 7 pt

CooperativeTask

Page 27: From the classroom to the Wider World

++ResearchResearch

Page 28: From the classroom to the Wider World

Digital poster

Ex.1 ICT

Page 29: From the classroom to the Wider World

How does it work?

•Create an account

www.thinglink.com

•Upload pictures

•Upload a video to the picture

•Done!

Page 30: From the classroom to the Wider World

30

Padlet.com

Ex. 2 ICT

Page 31: From the classroom to the Wider World

31Presentation Title Arial Bold 7 pt

Pets… again?

Let’s move to a higher level…

Page 32: From the classroom to the Wider World

Theirheir world

To a wider worldwider world

From topics Daily Routine

Page 33: From the classroom to the Wider World

33

Effective Communication =

Language + Cultural awareness + Empathy

Page 34: From the classroom to the Wider World
Page 35: From the classroom to the Wider World

1. Speed datingEx.1

Explain your daily routine / habits to 4 people

Wake upBreakfast

Work/schoolLunch

HobbiesFamily / friends

Bed

Page 36: From the classroom to the Wider World

2. Best FriendsEx.1

What does StA do in her/his free time?

What does StB normally have for breakfast?

What does StA do?

What’s StB’s favourite food?

CooperativeTask

Page 37: From the classroom to the Wider World

The Vocal Mirror

Explain your daily routine

Adapted from Ed Curtis

St A St B

Ex.2

CooperativeTask

Wake upBrush TeethHave breakfastGo to schoolDo homeworkTidy roomGo to sleep

Page 38: From the classroom to the Wider World

Ex.3 ICT

ResearchCompareContrast

WriteRecordPublish!

Page 39: From the classroom to the Wider World
Page 40: From the classroom to the Wider World

Let’s make a tellagami!

•I wake up at 8.00 every day

•After, I have breakfast and brush my teeth

•I never make my bed

•I go to school at 9.00

Page 41: From the classroom to the Wider World

More teaching ideas

Students describe a place, explain where they live, talk about their family,

explain a plant cell, recite a poem, tell a story, describe a historical figure…

Page 42: From the classroom to the Wider World

No Tablet?

Page 43: From the classroom to the Wider World

++ResearchResearch

Page 44: From the classroom to the Wider World

Weekly classroom news magazine

Real-world topics

Non-fiction texts

Integrated across the curriculum

Page 45: From the classroom to the Wider World

Compare & Contrast

+ Thinking skills

Page 46: From the classroom to the Wider World
Page 47: From the classroom to the Wider World

More Wider World ideas

Page 48: From the classroom to the Wider World

Final Thoughts

Page 49: From the classroom to the Wider World

Connect your students to a wider world

Page 50: From the classroom to the Wider World

BE AWARE OF NEW TRENDS

Page 51: From the classroom to the Wider World
Page 52: From the classroom to the Wider World
Page 53: From the classroom to the Wider World

ReferencesBooks:•Gumperz, J. (1982). Discourse strategies. Cambridge: Cambridge University Press. •Wai Ling Young, L. (1982). Inscrutability revisited. En J. J. Gumperz (ed.), Language and social identity (p. 72-84). Cambridge: Cambridge University Press •Merino, E (2012). Desencuentros comunicativos y percepciones sobre la cultura, la comunidad y la lengua en inmigrantes adultos: el caso de los pakistaníes en Cataluña. Web references:•Why native English speakers fail to be understood in English – and lose out in global businesshttp://theconversation.com/why-native-english-speakers-fail-to-be-understood-in-english-and-lose-out-in-global-business-54436•Text Misunderstandingshttp://uk.complex.com/pop-culture/2013/08/text-misunderstandings/breakup-texts•Mr P’s ICT blog: http://mrparkinsonict.blogspot.com.es/

Textbooks: Poptropica (Pearson)Images: Google Images & iStockCartoons: ©Kresten Forsman; Mark ParisiVideos: https://www.youtube.com/watch?v=GOHvMz7dl2ATools: www.thinglink.com; https://padlet.com

Page 54: From the classroom to the Wider World
Page 55: From the classroom to the Wider World

Elena [email protected]

@merino_helenhttps://www.facebook.com/elena.mj.315

Any doubts? Contact me!

Twitter (@ACEIAndalucia)Facebook (Asociación De Centros De Enseñanzas De Andalucía – ACEIA).

Page 56: From the classroom to the Wider World