2nd Global Conference
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Thursday 14th July - Saturday 16th July
2005
Mansfield College, Oxford
Conference Programme, Abstracts & Papers
Session 4: Engagement, Language
and Thinking
Chair: Jennifer Bleazby
Using Humanistic Theory for Promoting Creative
Engagement in Language Classes
Golge
Seferoglu
Faculty of Education, Department of Foreign
Language Education, Middle East Technical University
Humanistic movement
in education with its emphasis on affect, self-concept, communication,
personal values, and the uniqueness of the individual was a reaction
against overly mechanistic and dehumanising approaches to education.
Humanistic approaches to education respect students’ right
to self-determination and value their feelings and aspirations. Moreover,
they provide students with opportunities for discovery learning and
success. Humanistic Language Teaching (HLT) has been influential
in foreign language teaching since Moskowitz’s Caring and
Sharing in the Foreign Language Class: A source Book on Humanistic
Techniques was
published in 1978.
The main instructional implications of Humanistic
Theory include a focus on student-centred teaching and social and personal
development of students. Within this framework, students exercise choice
and control over curricular isues. Thus the curriculum focuses on what
the students are concerned about. Rather than a rigorous, performance-oriented
and a test-dominated focus, humanistic teaching aims to create an instructional
atmosphere conducive to sharing and communication. Therefore, teacher
becomes a facilitator and students’ self-evaluation and self-monitoring
and alternative ways of assessment are emphasized.
It is very crucial
to keep in mind that humanistic activities are not meant to replace all
your materials, but “humanistic techniques
can be included to supplement, review and introduce your already existing
materials” Moskowitz (1978, p. 23). “So in no way does
HLT mean ignoring the main task of learning the language but rather
integrating activities which support language learning by favourably
predisposing the learner. It means developing an atmosphere conducive
to the learning process and making the learning relevant to the learner” (Arnold
, 2000).
In this talk, effective strategies for promoting creative
engagement in language classes will be explored within the framework
of Humanistic Language Teaching. Furthermore, some sample classroom
activities that foster children’s self-confidence and self awareness
through developing their communication and cooperation with their “selves” and
with “others” will be presented.
Creative Activities in the Greek EFL Classroom
Pericles
Tangas
Department of Applied Foreign Languages, Management and Commerce,
Epirus Institute of Technology, Igoumenitsa,
Greece
The aim of this paper is to highlight cross-curricular
activities and projects that are employed creatively in Greek schools,
following the implementation of the cross-curricular approach to teaching
English in the public sector. The revised curriculum (2003) provides
pupils with increased awareness of multicultural/multilingual aspects
of language learning. In addition to the development of literacy and
communicative competence, it focuses on the multi-faceted development
of children and the formulation of social attitudes by exploiting information
from various subjects.
Thus, children work toward completing projects
that combine the learning of English with other subjects, such as History,
Geography, Art, Computers, P.E., Science, etc., in a creative, learner-centred
process of active participation. Pupils are encouraged to do their
own research and develop autonomy. Moreover, the study of English becomes
more motivating, as it is presented in a meaningful context. Various
methods are employed, so as to ensure differentiation and recognition
of individual differences among learners.
Experiences from the past
and suggestions for the future form a blend of projects and activities
that have proved to be enjoyable and creative engagements with children
during the English language lesson. The content-based study of English
promotes communicative competence as it becomes a process of discovering
the world, interacting with the local society, and learning how to
learn in a pleasant and creative atmosphere. Examples of cross-curricular
activities involve dramatization, educational games, turning texts
into pictures, using new technologies and educational sites (e.g. “Xenios”).
Multiple Intelligences: Creatively Engaging Middle
School Students in the Foreign Language Classroom
Francesca
Hagadus-McHale
Robert E. Bell Middle School, Chappaqua Central School District, Chappaqua,
New York, USA
In this paper, teachers will learn specific, practical
techniques to engage middle school beginning foreign language learners,
by targeting individual strengths of students.
When teaching a foreign
language communication function, a typical daily lesson must address
four skills: listening, reading, speaking and writing, all within the
cultural context of the target language.
This paper addresses the critical
point of targeting the multiple intelligences of students (Gardner).
The theory being that there are seven separate areas of intelligence:
Bodily-Kinesthetic, Spatial, Musical, Logical-Mathematical, Interpersonal,
Intrapersonal and Linguistic. All students possess different combinations
of strengths. Each student learns best when his or her strengths are
targeted. It is therefore important to conduct activities which assist
in teaching communication functions by targeting each intelligence.
In this manner, every student feels successful and engaged in the process
of foreign language learning . This paper will highlight specific examples
of activities and suggestions that engage each intelligence.
In addition
to the presenter modeling and demonstrating the above-mentioned activities,
video of the techniques used in actual classes will be featured.