tag:blogger.com,1999:blog-27127385805574610412024-02-02T05:47:59.373-08:00ELT ViewsMercedes Folignahttp://www.blogger.com/profile/12228001371868849199noreply@blogger.comBlogger26125tag:blogger.com,1999:blog-2712738580557461041.post-18518037748598265492018-05-26T06:10:00.000-07:002018-05-26T06:10:25.661-07:00Useful website for teachers of young learnersThese are some some sites I have found especially useful when preparing classes for young learners.<br />
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<a href="http://www.bbc.co.uk/children">www.bbc.co.uk/children</a><br />
<a href="http://www.bbc.co.uk/cheebies">www.bbc.co.uk/cheebies</a><br />
<a href="http://www.education.world.com/">www.education.world.com</a><br />
<a href="http://www.enchantedlearning.com/">www.enchantedlearning.com</a><br />
<a href="http://www.teachingenglish.org.uk/">www.teachingenglish.org.uk</a><br />
<a href="http://www.britishcouncil.org/learnenglish">www.britishcouncil.org/learnenglish</a><br />
<a href="http://www.iatefl.ylsig.org/">www.iatefl.ylsig.org</a><br />
<a href="http://www.technology4teachers.com/">www.technology4teachers.com</a><br />
<a href="http://www.eslcafe/ideas/">www.eslcafe/ideas/</a><br />
<a href="http://www.dltk-kids.com/">www.dltk-kids.com/</a><br />
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<br />Mercedes Folignahttp://www.blogger.com/profile/12228001371868849199noreply@blogger.com0tag:blogger.com,1999:blog-2712738580557461041.post-75846910527321722402018-04-11T18:23:00.000-07:002018-04-11T18:23:40.233-07:00IATEFL2018-April 10th - DAY 1April 10th 2018<br />
First day of the conference. To our great surprise and pleasure, my roommates and I discovered that the plenary session, as well as a great part of the conference was being held in the building where we are living.<br />
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The day started with Lourdes Ortega’s plenary session on Second Language Acquisition (SLA) Research. Apart from debunking long held popular beliefs by presenting the results of academic and scientific research. She stated, for example, that it is not true that learning a foreign language earlier inlife is better for language acquisition. She contrasted theory and practice in a wide range of aspects and wondered whether in the ELT area this activity should be called research, enquiery or exploratory Action Research.<br />
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After this , as I am especially interested in research lately, I went to see the showcase of The Champions Teachers Programme,which is a project sponsored by the British Council in Chile, and which presented its printed book on that day. The main difficulties for Action research is to choose a topic and to make the right questions. Richard Smith and Paula Rebolledo role played how a mentor should ask questions, so later the audience did the same in pairs. The idea is to spread the possibility for teachers to do Action Research, as a way of improving education.<br />
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My next session was Chris Strawson’s ”Seeing the woods for the trees. Rethinking prescriptive Teacher Training”. The presentation focused on short courses, like Celta. He considersthat in these courses trainees have to be made to practice as soon as possible, and they need to be taught PPT methodology at the beginning of their course, to later introduce them to other methods. The focus has to ba laid on universal key concepts, like error correction, context, unifying theme, authentic model and clear instructons. What I thought that was interesting was his distinction between feedback and feedforward.<br />
Scott Thornbury explored what makes a good language learner in his talk “Hyperpoliglots, what can they teach us?” As I myself am a good language learner, I am happy to check that good language learners do what I have intuitively done since I was a child. Good language learners use certain strategies, such as memorizing texts or dialogues, memorizing chunks (I could hear myself repeating whole chunks of my German book introductory paragraph.), they use translation and reversr translation, and they (or we) distribute practice and use mnemonics. There are affective factors that influence the success in learning a language, such as self confidence and ego permeability. In conclusion, good language learners are good sources of information to orient language learners how to do it better.<br />
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After this I had the plearsure of listening to Marina Gonzalex, who offered a very clear and enlightening talk on how she runs the language department of the university where she works. Based on sound theoretical background, she made a thorough analysis of the different stages the managing of this department went through, and how she had to change the strategies in order to survive in the organization. Theory, in Marina’s words, is context dependent, and a strategic manager has to be human and technical at the same time.<br />
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After visiting the forum on CPD, I rushed to Ambassador room to see Virginia Lopez Grisolia, who talked about the role of Grammar in BELF perspective. Being a Grammar professor at the most prestigious Teacher Training Colleges in Argentina and a businesss English trainer, she is in a privileged position to make a deep analysis of what it is that business English trainees need in times in which English is a lingua franca rather than a second or a foreign language. Language in Business English is a means of intercultural communication, and this is central for the business English trainer to understand. Accuracy has to give room to fluency,intelligibility and flexibility. BELF (Business English as a Lingua Franca) calls for flexible teachers, but although many of them seem to be receptive to this new conception of the language, they do not put it into practce and, therefore, continue teaching the way they were taught to do it.<br />
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I had a rest and then, my favourite part of the conference came. The Pecha Kucha is a good chance to relax and have some fun. The topics ranged from the envitonment to powerpoint presentations. We had a lot of fun and enjoyed it a lot.<br />
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This was the wonderful end of my first IATEFL2018 day. A day in which I met people, I walked several kilometres in corridors and between the Hilton hotel and the Brighton Centre, a day for learning and for celebrating our profession.<br />
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<br />Mercedes Folignahttp://www.blogger.com/profile/12228001371868849199noreply@blogger.com0tag:blogger.com,1999:blog-2712738580557461041.post-29827689100552798772018-04-09T16:17:00.001-07:002018-04-09T16:22:45.248-07:00IATEFL 2018 Pre-conference event-LAM + TD (Leadership and management and Teacher Development)April 9th 2018<br />
I have just returned from my first approach to the 2018 IATEFL Conference, and I must say that I am exhausted and happy. I attended a Pre-conference Event, as the real conference starts tomorrow.<br />
Pre-conference events are always organized by IATEFL’s Special Interest Groups (SIGs), and this year they were held by two coordinated SIGs. In my case, I chose the Leadership and Management + Teacher Development PCE. It was an intense and varied day, as it was made up of three talks, two open space events, an open mike and a closing plenary.<br />
The first presentation was in charge of two Australian managers, Clare Magee and Fiona Wiebusch: “Harnessing individual energy to empower institutions to teacher development’. They proposed to create platforms for CPD, both digital and face-to-face ones, to empower teachers in their CPD process. They offered well grounded theory, and provided their audience with key tools to help teachers. They claim that there are three things teachers really want: time space and money, and that changes can happen, but it is not a revolution what we need, but evolution.<br />
The second talk, “Trusting Practitioners”, was in charge of Ed Russell. He shared the story of how he put forward a project of personal development groups in a language school where he works. With what he called an “umbrella structure”, he focused on special interests to organize events in which each teacher received the individualized help they needed. He encouraged to transform a problem into a puzzle, so that the challenge is to reframe the puzzle, rather than the problem.<br />
After the coffee break, Liam Tyrrell dealt with culture change in ELT staff rooms. He shared his experience as a manager in a language school and how he set about changing the culture of the place where he worked. He suggested that to change the culture first you have to picture the change, then to find your allies among the teachers in the staff by giving each one of them a special responsibility. In that process, you have to offer a wide variety of options, and finally, if you are going to recruit new staff, it is fundamental to hire the people you need who want to be part of that culture.<br />
The last talk was in charge of Ania Kolbuszewska, an Polish teacher of English and school manager living in Switzerland, and who dealt with the question : “What is there to offer teachers in the happiest country on earth?”. As this is a country where four languages are spoken, everybody speaks at least two languages, and are exposed to a high level of linguistic uncertainty when speaking the other two. This makes students anxious about being accurate, which makes them insecure. Apart from this fact she told about how as the teachers she manages are reluctant to do professional development, she decided to transform what she conducted as “workshop” into a “lab”, so that teachers felt that they could experiment freely. This involved re-routing CPD, which involves understanding and respect.<br />
After these talks, we were invited to post a question or a concern on a paddle wall. After all of us had done this, the coordinators divided the questions into 6 main concerns (management, motivation, collaboration, responsibility, awareness and impact of CPD), and each one of the participants got together in their group and discussed these issues. This was a welcome and enriching experience, which allowed us to know about different realities, coincidences and contrasts. At the end, each group shared the conclusions of their discussion.<br />
After a spicy and long expected lunch break, there was another open space, in which the old groups evolved into new topics, while others disappeared. This was followed by an open mike session, where all the participants shared their impressions on the highlights and main issues they had been discussing about.<br />
The event closed, after an ice cream break, with Christian Tiplady (TDSIG )and Jenny Johnson (LAMSIG) talking about the conclusions that this day had brought about. One of their thoughts was that at “if managers do not smell of learning, teachers will not want to learn.”<br />
This was a great experience, because of the SIG itself, but also because of the networking mingling opportunities that the open space sessions allowed. I met Raul, from Brazil, who teaches English in Finland. I met Katherine, a Ukranian teacher I had met three years ago in Birmingham and who is part of the LAM Sig. I met some Argentinian colleagues, I learnt about their environment and their concerns. And I had an ice-cream with Adrian Underhill! It was a highly profitable day of professional development about professional development.<br />
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Mercedes Folignahttp://www.blogger.com/profile/12228001371868849199noreply@blogger.com0tag:blogger.com,1999:blog-2712738580557461041.post-22575807137051116112018-04-08T16:13:00.000-07:002018-04-08T16:20:16.978-07:00IATEFL 2018- BRIGHTON<br />
This year I will attend the IATEFL Conference for the third time. Not so many years ago, this was only a dream for me, and I have made it not once, not twice, but three times. The first year I won a scholarship, and I enjoyed the experience of presenting for an international audience. For the first time in my life, I was speaking English because it was necesary. English was the only means of communication, it was the lingua franca. If I spoke Spanish there, nobody would understand me. This seems to be obvious, but it is not obvious for all those of us who have always talked in English to people who could have understood if we spoke our native language.<br />
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The following year, after pondering and evaluating, I decided to go to Glasgow. I wanted to live the thrill again. I needed to share again. This conference couldn’t start without me. And that is how I invested a good portion of my salary to live the thrill again. And I did. And it was worth it!<br />
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This year, Im ready for Brighton. Social media, similar interests, the passion for what we do has connected me to a lot of people who I am going to meet again in Brighton. And we are making plans, and we are eager, and we are waiting.<br />
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Sometimes I wonder, why is it that English teachers are so enthusiastic about professional development? I should say that it is because teaching English is much more than teaching a language. It is about teaching a lingua franca, and a style, and a means of communicating with different cultures, and the language of business, and the language of pop and rock cultures, and the language that opens doors for job opportunities. So, to teach English makes us think of the most diverse issues like inclusion, heterogeneous classrooms, learners of all ages, vulnerable contexts and privileged ones. And we study how humans make meaning, how the verb, and how the noun, and how the tone, and how the style… We are teachers of English as a lingua Franca, and some of us are are concerned about technology, others about the discrimination of non native speakers of English, others about students with special needs, others about professional development, business English, and I could go on.<br />
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That is why what we breathe in these conferences is good energy, the energy given by passion, an energy that is copied and pasted in other conferences around the globe, big and small, where we can find passionate teachers. At IATEFL I have met a Russian teacher who transformed Shakespeare into a fortune teller, a Pakistani teacher who could turn a story into a magical tool, a Brazilian teacher who designed a method to help blind students to learn, and I have seen dozens of teachers eager to share what they had been working on.<br />
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So, tomorrow starts the new adventure. Tomorrow starts the 52nd IATEFL Conference and Exhibition in Brighton. Let the show begin.<br />
<br />Mercedes Folignahttp://www.blogger.com/profile/12228001371868849199noreply@blogger.com1tag:blogger.com,1999:blog-2712738580557461041.post-69263440004449913872017-11-21T07:27:00.000-08:002017-11-21T07:27:49.190-08:00<h2>
<a href="https://articulo.mercadolibre.com.ar/MLA-685827591-planning-as-narrative-by-myrian-casamassima-_JM">Planning as Narrative, by Myrian Casamassima</a></h2>
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<br />Mercedes Folignahttp://www.blogger.com/profile/12228001371868849199noreply@blogger.com0tag:blogger.com,1999:blog-2712738580557461041.post-25897975752064522017-11-21T07:25:00.000-08:002017-11-21T07:25:27.773-08:00<h2>
<a href="https://books.google.com.ar/books/about/Communities_of_Practice.html?id=heBZpgYUKdAC&redir_esc=y">Communities of Practice: Learning, Meaning and Identity, Etienne Wenger</a><div class="separator" style="clear: both; text-align: center;">
<a href="https://books.google.com.ar/books/about/Communities_of_Practice.html?id=heBZpgYUKdAC&redir_esc=y"></a><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiT8LxX8Ti7Nmq2wz4QBc5GZWQMh31G9ZgxYCwa2bUliB68FzrOYG-SiqA0_DNhyphenhyphenPg98vYxnQZb0t4Rc8BiXg-SsHxq8WJs1MR-l44IWIh1CnvMqpJOUoe-dsV8V9nO5Kxvh0tvYQ722pA/s1600/wenger.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="771" data-original-width="543" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiT8LxX8Ti7Nmq2wz4QBc5GZWQMh31G9ZgxYCwa2bUliB68FzrOYG-SiqA0_DNhyphenhyphenPg98vYxnQZb0t4Rc8BiXg-SsHxq8WJs1MR-l44IWIh1CnvMqpJOUoe-dsV8V9nO5Kxvh0tvYQ722pA/s320/wenger.png" width="225" /></a></div>
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Mercedes Folignahttp://www.blogger.com/profile/12228001371868849199noreply@blogger.com0tag:blogger.com,1999:blog-2712738580557461041.post-4544000252531963902017-11-21T07:14:00.003-08:002017-11-21T07:16:11.979-08:00<br />
<h2>
The best MOOC platforms</h2>
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<ul>
<li><b><span style="font-size: large;"><a href="https://www.futurelearn.com/?utm_source=RakutenMarketing&utm_medium=Affiliate&utm_campaign=3343141:WA+Agency&utm_content=3:1&utm_term=UKNetwork&ranMID=42801&ranEAID=VW0I2QEkbtc&ranSiteID=VW0I2QEkbtc-3ipvT5MqCUyig8Vm3wVWBw">Futurelearn</a></span></b></li>
<li><b><span style="font-size: large;"><a href="https://www.coursera.org/browse/personal-development?authMode=login&languages=es">Coursera</a></span></b></li>
<li><b><a href="https://www.edx.org/"><span style="font-size: large;">EdX</span></a></b></li>
</ul>
</h4>
Mercedes Folignahttp://www.blogger.com/profile/12228001371868849199noreply@blogger.com0tag:blogger.com,1999:blog-2712738580557461041.post-43473272009182084602017-11-21T07:09:00.001-08:002017-11-21T07:10:01.549-08:00<h2>
<a href="https://www.facebook.com/groups/245155722683229/?source=create_flow">Link to the facebook group: <b><u>COMMUNITIES OF PRACTICE-ELT-WESTERN BUENOS AIRES</u></b></a></h2>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj6VbUjRIsGpJZI53heoD2E5kW0PfaMBEqAczrAxGtEMjW9_QYI2EDoRzCmbi5dNoz_K0fT8NoiwwllQj-_02QrvT6dLHSvyv1GkMifcdEuXlyUC8Hsq-ybI3CDJ1chjhBqm7DFmQxwEyE/s1600/comunidad+1.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="172" data-original-width="292" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj6VbUjRIsGpJZI53heoD2E5kW0PfaMBEqAczrAxGtEMjW9_QYI2EDoRzCmbi5dNoz_K0fT8NoiwwllQj-_02QrvT6dLHSvyv1GkMifcdEuXlyUC8Hsq-ybI3CDJ1chjhBqm7DFmQxwEyE/s1600/comunidad+1.jpg" /></a></div>
Mercedes Folignahttp://www.blogger.com/profile/12228001371868849199noreply@blogger.com0tag:blogger.com,1999:blog-2712738580557461041.post-32197587834160539782017-06-18T04:31:00.002-07:002017-06-18T04:42:28.671-07:00Motivational teaching: engaging young people in learning behavioursApplying complex theories of motivation to teaching practice is challenging. Drawing on ideas from the new book Motivational Teaching, this session offers an original perspective on motivation that will <span id="goog_417849537"></span><a href="https://www.blogger.com/"></a><span id="goog_417849538"></span>help teachers of young people respond to this challenge. We will do a fun thought experiment to reveal how motivation can be raised, gaining theoretical and practical insights into motivational teaching.
<br />
<br />
<br />
<a href="https://iatefl.britishcouncil.org/2017/session/motivational-teaching-engaging-young-people-learning-behaviours">https://iatefl.britishcouncil.org/2017/session/motivational-teaching-engaging-young-people-learning-behaviours</a>Mercedes Folignahttp://www.blogger.com/profile/12228001371868849199noreply@blogger.com0tag:blogger.com,1999:blog-2712738580557461041.post-11367161339880077542016-09-24T08:26:00.001-07:002016-09-24T08:26:13.439-07:00This is a webquest<span style="background-color: white; font-family: sans-serif; font-size: 14px;">A </span><span style="background-color: white; font-family: sans-serif; font-size: 14px;">WebQuest</span><span style="background-color: white; font-family: sans-serif; font-size: 14px;"> is an </span><a href="https://en.wikipedia.org/wiki/Inquiry-based_learning" style="background: none rgb(255, 255, 255); font-family: sans-serif; font-size: 14px; text-decoration: none;" title="Inquiry-based learning">inquiry-oriented lesson</a><span style="background-color: white; font-family: sans-serif; font-size: 14px;"> format in which most or all the information that learners work with comes from the </span><a href="https://en.wikipedia.org/wiki/World_Wide_Web" style="background: none rgb(255, 255, 255); font-family: sans-serif; font-size: 14px; text-decoration: none;" title="World Wide Web">web</a><span style="background-color: white; font-family: sans-serif; font-size: 14px;">.</span><sup class="reference" id="cite_ref-webquest_home_1-0" style="background-color: white; font-family: sans-serif; font-size: 11.2px; line-height: 1; unicode-bidi: isolate; white-space: nowrap;"><a href="https://en.wikipedia.org/wiki/WebQuest#cite_note-webquest_home-1" style="background: none; text-decoration: none;">[1]</a></sup><span style="background-color: white; font-family: sans-serif; font-size: 14px;"> These can be created using various </span><a href="https://en.wikipedia.org/wiki/Computer_program" style="background: none rgb(255, 255, 255); font-family: sans-serif; font-size: 14px; text-decoration: none;" title="Computer program">programs</a><span style="background-color: white; font-family: sans-serif; font-size: 14px;">, including a simple </span><a class="mw-redirect" href="https://en.wikipedia.org/wiki/Word_processing" style="background: none rgb(255, 255, 255); font-family: sans-serif; font-size: 14px; text-decoration: none;" title="Word processing">word processing</a><span style="background-color: white; font-family: sans-serif; font-size: 14px;"> document that includes </span><a href="https://en.wikipedia.org/wiki/Hyperlink" style="background: none rgb(255, 255, 255); font-family: sans-serif; font-size: 14px; text-decoration: none;" title="Hyperlink">links</a><span style="background-color: white; font-family: sans-serif; font-size: 14px;"> to </span><a href="https://en.wikipedia.org/wiki/Website" style="background: none rgb(255, 255, 255); font-family: sans-serif; font-size: 14px; text-decoration: none;" title="Website">websites</a><span style="background-color: white; font-family: sans-serif; font-size: 14px;">. (www<a href="https://www.teachingenglish.org.uk/sites/teacheng/files/studentquest.pdf">https://www.teachingenglish.org.uk/sites/teacheng/files/studentquest.pdf</a>.wikipedia.org)</span>Mercedes Folignahttp://www.blogger.com/profile/12228001371868849199noreply@blogger.com0tag:blogger.com,1999:blog-2712738580557461041.post-66926661949032361672016-09-24T06:44:00.001-07:002016-09-24T06:44:40.624-07:00Toward a Postmethod Pedagogy- B. KumaravadiveluKumaravadivelu´s Postmethod Pedagogy has come to empower ESL teachers who always followed the abstract and decontextualized commands of the gurus.<br />
<br />
http://www.bkumaravadivelu.com/articles%20in%20pdfs/2001%20Kumaravadivelu%20Postmethod%20Pedagogy.pdf<a href="http://www.bkumaravadivelu.com/articles%20in%20pdfs/2001%20Kumaravadivelu%20Postmethod%20Pedagogy.pdf">http://www.bkumaravadivelu.com/articles%20in%20pdfs/2001%20Kumaravadivelu%20Postmethod%20Pedagogy.pdf</a>Mercedes Folignahttp://www.blogger.com/profile/12228001371868849199noreply@blogger.com0tag:blogger.com,1999:blog-2712738580557461041.post-4899428814329484962016-09-21T04:44:00.001-07:002016-09-21T04:44:30.143-07:00<h2 style="background-color: #fbfbfb; border: 0px; box-sizing: border-box; color: #333333; font-family: ProximaNova, Arial, Helvetica, sans-serif; font-size: 1.75em; font-stretch: inherit; font-variant-numeric: inherit; line-height: inherit; margin: 2.08em 0px 1.25em; padding: 0px; vertical-align: baseline;">
<a href="https://www.solonline.org/page/tool_ladder_of_infer">The Ladder of Inference</a></h2>
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The Ladder of Inference describes the thinking process that we go through, usually without realizing it, to get from a fact to a decision or action. The thinking stages can be seen as rungs on a ladder and are shown in Figure 1.</div>
<div class="figure-container" style="background-color: #fbfbfb; border: 0px; box-sizing: border-box; clear: both; color: #333333; font-family: ProximaNova, Arial, Helvetica, sans-serif; font-stretch: inherit; font-variant-numeric: inherit; line-height: inherit; margin: 0px; padding: 0px; vertical-align: baseline; width: 727.625px;">
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Figure 1: The Ladder of Inference</h4>
<img alt="Ladder of Inference Diagram" border="0" class="figure-img" data-src="/media/Diagrams/ladder-of-inference-diagram.jpg" height="408" src="https://www.mindtools.com/media/Diagrams/ladder-of-inference-diagram.jpg" style="border: 0px; box-sizing: border-box; display: block; font-family: inherit; font-size: inherit; font-stretch: inherit; font-style: inherit; font-variant: inherit; font-weight: inherit; line-height: inherit; margin: 0px auto; max-width: 100%; padding: 0px; vertical-align: baseline;" width="289" /></div>
<br />(source: https://www.mindtools.com/pages/article/newTMC_91.htm)<br /><div>
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Mercedes Folignahttp://www.blogger.com/profile/12228001371868849199noreply@blogger.com0tag:blogger.com,1999:blog-2712738580557461041.post-18267667441075267362016-04-02T09:54:00.001-07:002016-04-02T09:55:53.719-07:00<div class="MsoNormal" style="text-align: justify;">
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<span lang="EN-US" style="line-height: 107%;"><span style="font-family: Arial, Helvetica, sans-serif;">Thanks to International House Training and Development
Scholarship, in a week´s time I will be flying to England to attend the 2016
Iatefl Conference. To say that I am thrilled is an understatement. <o:p></o:p></span></span></div>
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<span lang="EN-US" style="line-height: 107%;"><span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></span></div>
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<span lang="EN-US" style="line-height: 107%;"><span style="font-family: Arial, Helvetica, sans-serif;">This year Birmingham will host the major event in ELT development,
the convention above all conventions, the moment ELT professionals have been
waiting for. And we will also be
celebrating IATEFL´s the 50<sup>th</sup> anniversary! Considering I am an
English teacher at heart and that I embrace professional development as a way
of life, I just couldn´t ask for more. <o:p></o:p></span></span></div>
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<span lang="EN-US" style="line-height: 107%;"><span style="font-family: Arial, Helvetica, sans-serif;">English Language Teachers from all over the world will
go to this year´s mecca to develop and grow professionally and personally. We´ll
meet, and share, and learn from one another; we will let our colleagues know
about our own experience in our own corner in the world. We will celebrate
coincidences and marvel at our differences.</span></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif; line-height: 107%;">All of us will profit from this opportunity, both the
lucky ones who will be in Birmingham in person as well as those who will follow
the conference from their own electronic device wherever they are, the way I myself have </span><span style="font-family: Arial, Helvetica, sans-serif; line-height: 107%;">done in previous conferences and will do next year. What you see and what
you hear on your screen is just the same as what an onsite attendee can see and
hear. All teachers interested in their own development are offered the great
chance of attending free of charge. The mecca of ELT development, IATEFL
plenary conferences and seminars can be on all screens. Let´s make the most of
it. </span></div>
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Mercedes Folignahttp://www.blogger.com/profile/12228001371868849199noreply@blogger.com0tag:blogger.com,1999:blog-2712738580557461041.post-40556855036764213872016-03-31T20:29:00.000-07:002016-04-02T09:56:41.692-07:00IATEFL online 2016For some years now, IATEFL offers the possibility to teachers in every corner of the world to follow the live coverage of the conference online. You can join for free.
The coverage will feature plenaries, sessions, forums and recorded interviews with conference presenters and delegates.
For updates you can follow twitter @iateflonline
<a href="<a title="Tune in for live coverage" href="http://iatefl.britishcouncil.org/2016"><img src="http://iatefl.britishcouncil.org/sites/default/files/banner-text-336x280px_0.png" alt="Tune in for live coverage" width="336px" height="280px" border="0"></a>"></a>Mercedes Folignahttp://www.blogger.com/profile/12228001371868849199noreply@blogger.com0tag:blogger.com,1999:blog-2712738580557461041.post-68124019574422405042016-03-07T11:37:00.000-08:002016-03-07T11:37:37.668-08:00Stephen Krashen presents at the 36th TESOL Greece International Convention<a href="https://www.youtube.com/watch?v=az2-GcG2waE"></a>
SUMMARY: Input must be comprehensible to have an effect on language acquisition and literacy development. To make sure that language acquirers
pay attention to the input, it should be interesting. But interest may be not
enough for optimal language acquisition. It may be the case that input needs to be not just interesting but compelling. Compelling means that the input is so interesting you forget that it is in another language. It means you are in a state of “flow” (Csikszentmihalyi, 1990). In flow, the concerns of everyday life and even the sense of self disappear - our sense of time is altered and nothing but the activity itself seems to matter. Flow occurs during reading when readers are “lost in the book” (Nell, 1988) or in the “Reading Zone” (Atwell, 2007).
Compelling input appears to eliminate the need for motivation, a conscious desire to improve. When you get compelling input, you acquire whether you are interested in improving or not. The evidence for the Compelling Input Hypothesis includes improvement as an unexpected result, the many cases of those who had no conscious intention of improving in another language or increasing their literacy, but simply got very interested in reading. In fact, they were sometimes surprised that they had improved. An important conjecture is that listening to or reading compelling stories, watching compelling movies and having conversations with truly fascinating people is
not simply another route, another option. It is possible that compelling input is not just the best form of input: It may be the only way we truly acquire language.<a href="https://youtu.be/az2-GcG2waE"><a href="https://youtu.be/az2-GcG2waE"></a></a>Mercedes Folignahttp://www.blogger.com/profile/12228001371868849199noreply@blogger.com0tag:blogger.com,1999:blog-2712738580557461041.post-61169457216561583612016-01-19T09:50:00.001-08:002016-01-19T09:50:25.737-08:00Using the lexical approach for the acquisition of ESP vocabularyhttp://iteslj.org/Articles/Kavaliauskiene-LA.html Mercedes Folignahttp://www.blogger.com/profile/12228001371868849199noreply@blogger.com0tag:blogger.com,1999:blog-2712738580557461041.post-59934218268294993262016-01-19T09:50:00.000-08:002016-01-19T09:50:05.238-08:00Cambridge First Certificate English- Practice with Animoto!Animoto is a site where you can create videos. This is an idea to make Part 2 of the FCE exam preparation more dynamic. You can stop the video to talk about one of the pictures.<a href="http://animoto.com/play/FRWZSU5UXrCXwE3lUPft8w"></a><br />
<br />
http://animoto.com/play/FRWZSU5UXrCXwE3lUPft8wMercedes Folignahttp://www.blogger.com/profile/12228001371868849199noreply@blogger.com0tag:blogger.com,1999:blog-2712738580557461041.post-78018996140256784262016-01-19T09:48:00.000-08:002016-01-19T09:49:13.740-08:00Multiple Intelligences Theory in ELT: A New Modelhttp://neilhammond.blogspot.com.ar/2009/04/multiple-intelligences-theory-in-elt_16.html<a href="http://neilhammond.blogspot.com.ar/2009/04/multiple-intelligences-theory-in-elt_16.html"></a>
Mercedes Folignahttp://www.blogger.com/profile/12228001371868849199noreply@blogger.com0tag:blogger.com,1999:blog-2712738580557461041.post-3907610781802048142015-01-07T08:17:00.001-08:002015-01-07T08:20:30.547-08:00II JORNADAS INTERNACIONALES “PROBLEMÁTICAS EN TORNO A LA ENSEÑANZA EN LA EDUCACIÓN SUPERIOR. DIÁLOGO ABIERTO ENTRE LA DIDÁCTICA GENERAL Y LAS DIDÁCTICAS ESPECIFICAS<a href="https://www.mediafire.com/?lmxqxlvi5umz18y"></a>
https://www.mediafire.com/?lmxqxlvi5umz18yMercedes Folignahttp://www.blogger.com/profile/12228001371868849199noreply@blogger.com0tag:blogger.com,1999:blog-2712738580557461041.post-81617008412608188482013-08-25T15:33:00.000-07:002013-08-25T15:33:23.446-07:00A socio-cultural approach to teacher development and education
At a time when student-centredness has become common-place in progressive language teaching discourses, isn’t it about time we acknowledge and provide for the teacher-centredness of professional development? In this presentation on how teachers learn to teach, Willy Cardoso will argue that, in general, teacher education, development and training programmes lack the theoretical foundations of what constitutes teacher learning, mainly in its cognitive and affective elements; and that this has far reaching implications. For example, by focusing primarily on the transmission of classroom management and language analysis skills, we run the risk of shaping the ELT profession as that of technicians. Henceforth for the benefit of our profession we seriously need to consider language teachers first and foremost as educators. To do so, the presenter will propose some principles and practices that can place the socio- cultural aspects of learning how to teach at the core of this matter. By taking a socio- cultural approach to teacher education we are reminded that everyone has ideas about what teaching should be like, with many implicit values and beliefs about it. Such ideas, longside theories that show how cognitive development is mediated by social activity, give us the understanding that our knowledge of teaching has been co-constructed in cultural and historical ways. One of the most powerful developmental tools for teachers is the ability to uncover what underpins their classroom practices and even the meta-language used to describe what they do. Therefore, it is essential that we open more educational spaces for teachers to become learners. - See more at: http://englishagenda.britishcouncil.org/seminars/socio-cultural-approach-teacher-development-and-education#sthash.gwvgHj79.dpuf
http://englishagenda.britishcouncil.org/
<iframe id="viddler-8400f2eb" src="//www.viddler.com/embed/8400f2eb/?f=1&offset=0&autoplay=0&secret=97391999&disablebranding=0" width="545" height="349" frameborder="0" mozallowfullscreen="true" webkitallowfullscreen="true"></iframe>Mercedes Folignahttp://www.blogger.com/profile/12228001371868849199noreply@blogger.com0tag:blogger.com,1999:blog-2712738580557461041.post-74912606754282462292013-01-19T09:55:00.001-08:002013-01-19T09:57:52.772-08:00<br />
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Drama with children 1</h1>
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By <em>jobertrand</em></div>
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Created <em>26 May 2010 - 13:25</em></div>
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TeachingEnglish</div>
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Drama with children 1</div>
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Submitted by jobertrand on 26 May, 2010 - 13:25</div>
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<span style="background-color: white;">Published on </span><em style="background-color: white;">TeachingEnglish | British Council | BBC </em><span style="background-color: white;">(</span><a href="http://www.teachingenglish.org.uk/" style="background-color: white; color: black;">http://www.teachingenglish.org.uk</a><span style="background-color: white;">)</span></div>
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<span class="mce_heading">Introduction</span><br />
For young children and adults alike it can be intimidating to speak a foreign language in front of other people. Even five-year-olds can be scared of making mistakes and looking silly or it may just be that they are shy and don’t want to talk in class. One way of reaching these children is through drama. By giving roles to your pupils they can ‘hide’ behind the character and lose some of their inhibitions. Before actually performing though there are several processes you can go through with the children to create a theatrical environment.<br />
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Here are a few suggestions on using a range of drama related activities and creating supporting tools like masks and theatres that will help you play with the language with your pupils and have lots of fun at the same time.<br />
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<span class="mce_heading">Aims:</span><br />
<ul>
<li>To put the learners at ease.</li>
</ul>
<ul>
<li>To focus their attention on the lesson.</li>
</ul>
<ul>
<li>To personalise the language that they use when acting out a scene</li>
</ul>
<ul>
<li>Introducing craft-making instructions</li>
</ul>
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<span class="mce_heading">Ages:</span><br />
<ul>
<li>5 upwards</li>
</ul>
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<span class="mce_heading">Warm up activities</span><br />
The importance of warm up activities should never be overlooked. It’s difficult for anyone regardless of their age to arrive and suddenly launch into drama, especially if it’s in a foreign language. Try some of these activities to relax the children and to help them to focus. You will notice that they are mostly non-verbal activities to provide a non-threatening environment for the younger children. For slightly older children you can add English words where appropriate.<br />
<ul>
<li>For very young learners you can simply smile and ask them to copy you. Then show them a sad face and again ask them to copy you. Pretend to laugh, cry, sing, hide your face and each time ask them to copy you. This is a quick and effective way to focus the children on the lesson, get them calm and introduce them to pretending to be different people.</li>
</ul>
<ul>
<li>For slightly older children take any sort of object like a ball, book, paper clip or pen and pretend it’s something else. So pretend to brush your hair with the book and then pass it on and ask the next person to pretend it’s something else and so on. If the class know the word in English they can guess what the object is meant to be.</li>
</ul>
<ul>
<li>Put the class into three groups and stand them in lines or in pairs if it’s more practical for your classroom. If they’re in groups then you can play a team Chinese Whispers except that instead of whispering they draw a letter or number onto the back of the person standing in front of them who in turn tries to draw the same number or letter on the back of the person in front of them and so on. If they’re in pairs then they draw a letter or number onto their partner’s back who has to guess what it was and tell their partner. Then they swap. The idea of this sort of activity is that the children are using their bodies as well as their minds.</li>
</ul>
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<span class="mce_heading">Making puppets and theatres</span><br />
Once your class has their own box theatre you can use it with them all the time to act out new language at the end of the lesson or to introduce new language at the start.<br />
<ul>
<li>Take a shoe box and remove the lid. The lid can be used underneath to stabilize the theatre if need be. Cut out the bottom side of the box leaving a few centimetres around the edges. Then cut out both ends of the box (the shorter ends) again leaving a few centimetres around the edge. These ends will act as the wings from which the characters will make their entrances.</li>
</ul>
<ul>
<li>The children can decorate the box theatre themselves with card, paper, pens, glitter… Due to the size of the box it’s easier if each child decorates a separate piece of card to then be stuck onto the box.</li>
</ul>
<ul>
<li>Out of the back of the box going away from the audience you should stick two long sticks or straws coming out horizontally.</li>
</ul>
<ul>
<li>For the scene changes in groups they can design back drops that can be attached to a long stick which in turn can be placed onto the protruding sticks coming out of the back of the box theatre.</li>
</ul>
<ul>
<li>For the stick puppets use anything thin and long which is child friendly so no sharp points. Straws are good but you might need to stick a couple together. They can draw, cut out and stick onto the sticks their own puppets. Otherwise you can find what you’re looking for on clipart. <a href="http://classroomclipart.com/" style="color: black;" title="http://classroomclipart.com/">http://classroomclipart.com/</a></li>
</ul>
<ul>
<li>Other puppets you can make include using toilet rolls, socks, paper.</li>
</ul>
<span class="mce_heading">Making masks and costumes</span><br />
You don’t need to make elaborate costumes for children to feel like a different character. A symbolic paper crown can make someone a king, or a magic wand made out of card can transform someone into a witch. Concentrate on keeping it simple as the objective is to eventually perform a scene, practise some English, learn English instructions, arouse interest in drama and English alike, but not to spend three weeks making a spectacular Elizabethan costume.<br />
<ul>
<li>Paper plates are great for making masks. For the really young learners you may need to help them with cutting out circles for eyes. For the rest of the face they can decorate with pens or sticking on card. Pre-prepare lengths of string or elastic with knots at one end. Tie a knot on the other end once the child has finished the mask. Then staple both ends of the string to the paper plate. An alternative is sticking a piece of thick card (15x3 cm) onto the plate for the child to hold so the mask looks like a large lollipop.</li>
</ul>
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<span class="mce_heading">Writing scripts</span><br />
Two key points to think about: keep the stories short and simple and allow the children the possibility to use their imagination. These activities can be adapted for the younger learners by keeping the story reproduction an oral activity with the use of picture flashcards to prompt ideas and words they have at their disposal.<br />
<ul>
<li>If you have limited resources then you can use a traditional story that you know well. Tell it to the class in your own words first. You should practise saying it out-loud before the lesson and can write down a basic script so that each time you tell it stays the same.</li>
</ul>
<ul>
<li>Split your class into small groups and allocate a scene to each group. They can then re-tell the scene from what they remember. Any changes they make will only make the story richer!</li>
</ul>
<ul>
<li>An alternative is that each group re-tells the whole story making two changes. They then practise saying their script and then tell it to the class who has to find the two changes that have been made.</li>
</ul>
<ul>
<li>Give them a pre-prepared script. In their groups they have to change the end of the story.</li>
</ul>
<span class="mce_heading">Homework and Follow-up suggestions</span><br />
The homework you give will depend on the type of story, play, scene or poem you are acting out with the children. General ideas include drawing a picture of your favourite character or scene for the younger learners. For the older children they could write letters from one character to another about what happens in the story or write a continuation of the story.<br />
<span class="mce_heading">Internet links</span><br />
This site has instructions on how to make puppets<br />
<a href="http://ri.essortment.com/howtomakepupp_rxzy.htm%20" style="color: black;" target="_blank">http://ri.essortment.com/howtomakepupp_rxzy.htm</a>This site has instructions on making masks<br />
<a href="http://www.enchantedlearning.com/crafts/Mask.shtml%20" style="color: black;">http://www.EnchantedLearning.com/crafts/Mask.shtml</a><br />
<span class="mce_sub_heading">By Jo Bertrand</span><br />
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<span class="mce_sub_heading"><br /></span></div>
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Mercedes Folignahttp://www.blogger.com/profile/12228001371868849199noreply@blogger.com0tag:blogger.com,1999:blog-2712738580557461041.post-15828209933585743602013-01-06T02:54:00.000-08:002013-01-06T02:54:41.950-08:00Managing a large group of students for the paired speaking paper of the Cambridge English First Certificate<div class="separator" style="clear: both; text-align: center;">
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<span style="font-family: Georgia, serif; font-size: 12pt; line-height: 150%;"> </span><span style="font-family: Georgia, serif; font-size: 12pt; line-height: 150%;">Managing a large group of students for the paired
speaking paper of the Cambridge English First Certificate for Schools demands
for the teacher to be an excellent organizer as well a good manager of group
dynamics and presentation techniques. These skills should be put at the service
of raising students’ awareness of the requirements of the test, improving their
accuracy, fostering their fluency, and giving every one of them the chance to
practise. In order to achieve this, I divide the work into sequenced phases,
each of which leads to building their speaking competence.</span></div>
<div style="text-align: justify;">
<span style="font-family: Georgia, serif; font-size: 12pt; line-height: 150%;"><br /></span></div>
<span lang="EN-GB" style="font-family: Georgia, serif; font-size: 12pt; line-height: 150%;"><div style="text-align: justify;">
<span style="font-size: 12pt; line-height: 150%;">The first phase aims at making
students aware of the dynamics of the speaking paper. In order to let them discover
the communicative strategies that have to be used in each one of its parts, I
consider that L1 is an invaluable tool: without the constraints of using the
second language, it is easier to grasp what is expected from them when they are
asked, for instance, to compare, disagree or take turns. In order to put this
into practice in the target language, the teacher then makes students analyze
recorded interactions provided by the textbook. </span></div>
<div style="text-align: justify;">
<span style="font-size: 12pt; line-height: 150%;"><br /></span></div>
<div style="text-align: justify;">
<span style="font-size: 12pt; line-height: 150%;">The second phase involves
going deeper into the focus of evaluation in each part of the paper. Here the
teacher makes students analyze the descriptors of each band for the assessment
criteria used in the Speaking Test by ESOL examiners. This helps future
candidates gain further insights into the requirements of the test.</span><span style="font-size: 12pt; line-height: 150%;"> </span><span style="font-size: 12pt; line-height: 150%;">Then they listen to the recorded material
again and evaluate the speakers’ performance using the criteria previously
analyzed. </span></div>
<div style="text-align: justify;">
<span style="font-size: 12pt; line-height: 150%;"><br /></span></div>
<div style="text-align: justify;">
<span style="font-size: 12pt; line-height: 150%;">Now students are ready to come
into the third phase, in which everyone in the group has the chance to
speak.</span><span style="font-size: 12pt; line-height: 150%;"> </span><span style="font-size: 12pt; line-height: 150%;">The class is divided into groups
of four students, and they take turns to play the roles of </span><i style="font-size: 12pt; line-height: 150%;">candidates </i><span style="font-size: 12pt; line-height: 150%;">and </span><i style="font-size: 12pt; line-height: 150%;">examiners</i><span style="font-size: 12pt; line-height: 150%;">.
While one member of latter pair will be the </span><i style="font-size: 12pt; line-height: 150%;">interlocutor</i><span style="font-size: 12pt; line-height: 150%;">,
the other one will play the role of </span><i style="font-size: 12pt; line-height: 150%;">assessor</i><span style="font-size: 12pt; line-height: 150%;">,
so he is expected to take down comments and control timing. As for the </span><i style="font-size: 12pt; line-height: 150%;">candidates</i><span style="font-size: 12pt; line-height: 150%;">, they interact with each
other and with the examiner – depending on the part of the test – in order to
perform the task.</span><span style="font-size: 12pt; line-height: 150%;"> </span></div>
<div style="text-align: justify;">
<span style="font-size: 12pt; line-height: 150%;"> </span></div>
<div style="text-align: justify;">
<span style="font-size: 12pt; line-height: 150%;">The final phase aims at
improving the students’ accuracy and communicative strategies. Here the
examiners report on their peers’ performance; the teacher, who will have moved
around the groups while they were working, will also make their own
contribution. The discussion will be used as input to improve accuracy and
interactive skills.</span></div>
<div style="text-align: justify;">
<span style="font-size: 12pt; line-height: 150%;"><br /></span></div>
<div style="text-align: justify;">
<span style="font-size: 12pt; line-height: 150%;">As</span><span style="font-size: 12pt; line-height: 150%;"> I said before, to prepare
students for the oral paper of an international examination in a large class is
a daunting challenge for EFL teachers. It is imperative to be knowledgeable,
creative and organized at the same time. But if it is carefully planned
and</span><span style="font-size: 12pt; line-height: 150%;"> </span><span style="font-size: 12pt; line-height: 150%;">well implemented, it is a highly
rewarding experience.</span></div>
</span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjS4gbeGG-LoS1ngCiRIdM7dMpxIdGxKiZnWhkHpFbpbRLTo1A69ty3LtdUP3NOCCiJdp3HdafSoEcBt260EaZ3PgTHwSWtvDXKfw-y5WE9xHH0HrDIn-dv1W28xmEWgAIzU7W_U_8LOFY/s1600/foto+fce.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"></a><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjS4gbeGG-LoS1ngCiRIdM7dMpxIdGxKiZnWhkHpFbpbRLTo1A69ty3LtdUP3NOCCiJdp3HdafSoEcBt260EaZ3PgTHwSWtvDXKfw-y5WE9xHH0HrDIn-dv1W28xmEWgAIzU7W_U_8LOFY/s1600/foto+fce.jpg" imageanchor="1" style="clear: left; display: inline !important; margin-bottom: 1em; margin-right: 1em;"> </a>Mercedes Folignahttp://www.blogger.com/profile/12228001371868849199noreply@blogger.com0tag:blogger.com,1999:blog-2712738580557461041.post-78780959902421770852012-11-01T07:36:00.003-07:002012-11-01T07:37:23.894-07:00Storytelling:Theory and Practice<iframe width="420" height="315" src="http://www.youtube.com/embed/UFC-URW6wkU" frameborder="0" allowfullscreen></iframe>Mercedes Folignahttp://www.blogger.com/profile/12228001371868849199noreply@blogger.com0tag:blogger.com,1999:blog-2712738580557461041.post-75673653058359988332012-10-21T20:59:00.000-07:002012-10-21T21:29:06.074-07:00English only or English mostly? The use of L1 in the English class<div class="separator" style="clear: both; text-align: left;">
</div>
<div style="line-height: 150%; margin-bottom: .0001pt; margin: 0cm;">
<strong><span lang="EN-US" style="font-family: "Georgia","serif"; font-weight: normal; mso-ansi-language: EN-US; mso-bidi-font-style: italic; mso-bidi-font-weight: bold;">To Spanish
or not to Spanish? The question whether we have to follow an inflexible “English
only” policy in our classes or not is often revisited in the field of English
language teaching. The answer to this
question is simple: every single
activity we carry out in our profession is determined by context.
Therefore, how much L2 will be used in
the classroom depends mainly on the
students’ level of interlanguage, as well as on
other contingent factors such as age,
their socio-cultural background and their motivation. <o:p></o:p></span></strong><br />
<strong><span lang="EN-US" style="font-family: "Georgia","serif"; font-weight: normal; mso-ansi-language: EN-US; mso-bidi-font-style: italic; mso-bidi-font-weight: bold;"><br /></span></strong></div>
<strong style="line-height: 150%;"><span lang="EN-US" style="font-family: "Georgia","serif"; font-weight: normal; mso-ansi-language: EN-US; mso-bidi-font-style: italic; mso-bidi-font-weight: bold;">The level of the course is the first
factor that determines our decision. It goes without saying that the higher the
level, the less L1 we need to use. At upper-intermediate and advanced levels,
the use of L1 in the EFL class is negligible or non-existent. At intermediate level, learners and teachers
may find L1 useful to compare structures and check understanding. The great dilemma
arises when we have elementary and pre-intermediate students in front of us. Can
we use L1 in our classes? If so, how much and what for? Here the other factors
mentioned above acquire greater relevance.</span></strong><br />
<strong style="line-height: 150%;"><span lang="EN-US" style="font-family: "Georgia","serif"; font-weight: normal; mso-ansi-language: EN-US; mso-bidi-font-style: italic; mso-bidi-font-weight: bold;"><br /></span></strong>
<div style="line-height: 150%; margin-bottom: .0001pt; margin: 0cm;">
<strong><span lang="EN-US" style="font-family: "Georgia","serif"; font-weight: normal; mso-ansi-language: EN-US; mso-bidi-font-style: italic; mso-bidi-font-weight: bold;"> We should start by considering
age: young children can interpret
gesture and miming more readily than older ones. If well delivered, the class is a game which
motivates them to learn. As the input at this stage is mostly visual, L1 will
be used as the last resource. With groups of teenagers, the students´
socio-cultural background acquires relevance. Teenage students from
lower-middle classes in suburban areas in Buenos Aires tend to reject English
for several reasons: they consider this language does not represent them, or
they often feel that it is impossible for them to learn it. Speaking only English in this context from
day one would mean for students to build an insurmountable affective filter.
This is why English should be introduced in small doses, constantly checking
that they understand, and assuring them that you will be there to help if they
do not. As regards teenagers from
middle-class environments, in general they are highly motivated because they
are used to listening to American and British bands, and they usually watch
American sitcoms, so English is part of their daily lives. In this context, the
class will be delivered in English, and L1 is used only for the odd word we need
to translate for the sake of economy or clarification.</span></strong><br />
<strong><span lang="EN-US" style="font-family: "Georgia","serif"; font-weight: normal; mso-ansi-language: EN-US; mso-bidi-font-style: italic; mso-bidi-font-weight: bold;"><br /></span></strong>
<strong style="line-height: 150%;"><span lang="EN-US" style="font-family: "Georgia","serif"; font-weight: normal; mso-ansi-language: EN-US; mso-bidi-font-style: italic; mso-bidi-font-weight: bold;">In the case of adults, the main
factors that intervene in the decision of using L1 are their experience with
the language as well as the motivation for learning. For these students, L1 may
be a “safe place” where they feel they can understand, so our challenge is to make them walk out from
this comfortable area and do things with language by focusing on the skills
they need to develop according to their specific needs.</span></strong><br />
<strong style="line-height: 150%;"><span lang="EN-US" style="font-family: "Georgia","serif"; font-weight: normal; mso-ansi-language: EN-US; mso-bidi-font-style: italic; mso-bidi-font-weight: bold;"><br /></span></strong></div>
<div style="line-height: 150%; margin-bottom: .0001pt; margin: 0cm;">
<strong><span lang="EN-US" style="font-family: "Georgia","serif"; font-weight: normal; mso-ansi-language: EN-US; mso-bidi-font-style: italic; mso-bidi-font-weight: bold;">There are no universal rules as to
how much L1 can be used in the English classroom. Our experience and common sense
tell us that our decision will depend on several factors, all of which are
related to the contextual issues. We need to keep an open mind to detect the
needs of each group and escape from rules of thumb. <o:p></o:p></span></strong><br />
<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjtrmhxdBwj_q8qt-jFu_MlKd8G7DiR9dGyb9FwHSKGr1V8Z1dq1VjyEj8VO5XimxjK-Ejqsg4OgSEcudzfr8TJD5s200pxfUR8dmLR_2rVobMUYY6MveVKEXsALr_cNevm_fbg7hXAlWU/s1600/Dibujo.bmp" imageanchor="1" style="clear: right; line-height: normal; margin-bottom: 1em; margin-left: auto; margin-right: auto; text-align: center;"><img border="0" height="250" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjtrmhxdBwj_q8qt-jFu_MlKd8G7DiR9dGyb9FwHSKGr1V8Z1dq1VjyEj8VO5XimxjK-Ejqsg4OgSEcudzfr8TJD5s200pxfUR8dmLR_2rVobMUYY6MveVKEXsALr_cNevm_fbg7hXAlWU/s400/Dibujo.bmp" width="400" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Drawing by Juanjo Colsa</td></tr>
</tbody></table>
<strong><span lang="EN-US" style="font-family: "Georgia","serif"; font-weight: normal; mso-ansi-language: EN-US; mso-bidi-font-style: italic; mso-bidi-font-weight: bold;"></span></strong><br />
<strong><span lang="EN-US" style="font-family: "Georgia","serif"; font-weight: normal; mso-ansi-language: EN-US; mso-bidi-font-style: italic; mso-bidi-font-weight: bold;"></span></strong>
</div>
<div style="line-height: 150%; margin-bottom: .0001pt; margin: 0cm;">
<strong><span lang="EN-US" style="font-family: "Georgia","serif"; font-weight: normal; mso-ansi-language: EN-US; mso-bidi-font-style: italic; mso-bidi-font-weight: bold;"><br /></span></strong></div>
<div style="line-height: 150%; margin-bottom: .0001pt; margin: 0cm;">
<strong><span lang="EN-US" style="font-family: "Georgia","serif"; font-weight: normal; mso-ansi-language: EN-US; mso-bidi-font-style: italic; mso-bidi-font-weight: bold;"><br /></span></strong></div>
<div class="MsoNormal">
<br /></div>
Mercedes Folignahttp://www.blogger.com/profile/12228001371868849199noreply@blogger.com0tag:blogger.com,1999:blog-2712738580557461041.post-61645194055777890112012-10-18T14:29:00.000-07:002012-10-18T14:29:00.652-07:00Reality is complex... so is ELT. A poster by Willy Cardozo<a title="View Complexity and ELT - Willy C. Cardoso on Scribd" href="http://www.scribd.com/doc/44066110/Complexity-and-ELT-Willy-C-Cardoso" style="margin: 12px auto 6px auto; font-family: Helvetica,Arial,Sans-serif; font-style: normal; font-variant: normal; font-weight: normal; font-size: 14px; line-height: normal; font-size-adjust: none; font-stretch: normal; -x-system-font: none; display: block; text-decoration: underline;">Complexity and ELT - Willy C. Cardoso</a><iframe class="scribd_iframe_embed" src="http://www.scribd.com/embeds/44066110/content?start_page=1&view_mode=scroll&access_key=key-2ivabr4d7wyu4j4i71ap" data-auto-height="true" data-aspect-ratio="1.41666666666667" scrolling="no" id="doc_92512" width="100%" height="600" frameborder="0"></iframe>Mercedes Folignahttp://www.blogger.com/profile/12228001371868849199noreply@blogger.com0