Creative Methods in Teaching English

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					  IDEAS HOW TO
    PROMOTE
 MULTICULTURAL
    ASPECT IN
TEACHING FOREIGN
   LANGUAGES
Rapid changes in our increasingly interdependent
contemporary Europe means that the way foreign
languages are taught also is changing.
 Because of growing
 ethnic,
 cultural,
 racial
 language
 religious diversity in the world students of the
21st
   century must be prepared to function effectively.
They need new cultural:
knowledge
attitudes
skills to become multicultural citizen
Also teacher’s role in the 21st century
has changed. His responsibilities have
become wider and now consist of
providing students with basic language
skills   teaching    students   cultural
competence which includes :

Cultural knowledge
cultural awareness
cultural sensitivity
 Cultural Knowledge:
 Familiarization with selected cultural
history, values, belief systems, and
behaviors

 Cultural Awareness: Developing sensitivity
and understanding of another ethnic group
and its attitudes and values. Cultural
awareness must be supplemented with
cultural knowledge.

 Cultural    Sensitivity:     Acknowledging
cultural differences and similarities
Multicultural aspect influences also the writing
of textbooks. Teachers point out the following
positive trends about contemporary text-books:

 an     increase     in attempts    to include
intercultural activities
 a large range of accents and voices which
provides good listening practice and
negative trends:
 stereotypical and tourism-oriented
   representation of the target culture
 focus on language form and the neglect
of
    intercultural communication
 Anglo-centric focus of course-books
The following suggestions can be mentioned:
 Omit and replace material if the cultural content is
      inappropriate
 Adapt topics and activities to suit the cultural goals
of a
      lesson
 Add material, either in the form of texts or exercise
if there
      is insufficient coverage of the topic
 Use special intercultural communication textbooks to
      increase intercultural understanding
 Produce a guidebook, poster or webpage for visitors
to their
     town, country or region.
 Read articles or extracts from books, newspapers,
     magazines or websites written by people who have
visited
     the students’ town, country or region.
 Familiarize students with sources of information
about
   the target culture.
 The non-native teacher has a valuable role to
play
 Using story-line method
 Using drama
Using drama is a perfect way to promote developing
cross cultural links. It involves series of elements:
a real situation,
a real problem,
its solution,
background,
emotions,
underlying reality.
In Grobiņa gymnasium we have been practising
drama as a method of raising our students’
cross-cultural awareness for many years. To
provide a realistic background of the country
where the action takes place the students
gather:
 geographical information
 historical information
 current affairs in the country
 personal details of characters
 culture (literature, art, music, language,
   traditions)
 In 2000 when theatre playing
started short sketches were shown in
English.
 Then the students made the first
attempt to write their own plays.
 In 2003 plays were staged already
in 3 languages - English, German and
Russian and 4 authors participated in
the young playwrights’ competition.
In 2005 a further innovative aspect was added to
the project and it became an international
cooperation of 5 European schools. A play in
English called “One Day Principal” was written,
translated and staged in 5 national languages. Later
the play was staged in English with international
actors from the above mentioned 5 European
countries.
  The languages used were English, German,
Russian, French, Romanian, Latvian, Lithuanian,
Turkish and Italian.
We carried out a survey among
students about using drama as a
method and there are some of the
answers:

 I am using the words of the play in
my
     daily conversation
 learned more English from the play
     than in the class
 I got to know about the French food
 Now I know how Scots behave in
public,
 It is fun
Slide “Our opinion”
The Theatre day in Grobiņa gymnasium starts with
young playwrights’ contest. It has to correspond to
the following criteria:
 they should be written in a contemporary
European language except your mother tongue
   ( English, German, Russian, French)
 the play should contain plenty of
    conversational interaction
 it should have no fewer than 3 parts
 the main plot should be fairly simple
 the theme must be interesting and amusing
the playwright himself chooses the genre of his play. Genres
like crime and detective plays, romance, comedy and domestic
dramas work well with groups of mixed proficiency and ability
students
 It should be either a one-act play or a
    very short full- length one
The next stages are the responsibility of each class:
 to choose the play
 divide the roles
    start rehearsing
    think about stage design, costumes,
     music, etc.
 Teachers act as consultants, mentors
    and advisors
In 2004 Grobiņa gymnasium was
awarded Eurolabel for using drama
method in language teaching
Playbills
Project photos
DVD no starp lugas
Fragments no 2009.gada lugas
    On-line lessons
    Stage 1 was started in November
    2008 as a part of Lifelong Learning
    Comenius Project. As planned we
    organised an on-line lesson where the
    partnerschools learned partner’s
    language and taught phrases in their
    own language on the theme „My
    House and Family”. Such on-line
    teaching proved very successful and
    we organised another on-line lesson
    called „My Hobbies”.

Stage 2 will take place in the school year 2009/10 and
will involve practical usage of everyday phrases in
foreign languages.
 Each school will write a short sketch in their
   native language called „An Evening in My
   Family”
 Will send it to the partnerschools attaching
  also the translation in English.
 The partnerschools will stage the sketches
   under the guidance of the students of the
   original country.
 It will be responsibility of each school to help
   the partners to master thei pronunciation of the
   language.
 The staged sketches will be filmed and shown
   in each school.
During Stage 3 each school
 will continue the sent original play in the
   given language
 the partners will act as written language
   experts
 at the end of the project all the materials will
   be summarised in a booklet.

Project langauges will be – Latvian, Lithuanian, German,
Italian, Greek, Turkish and English.
Fragmenti no on-line stundas
Foreign language parties

				
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posted:5/21/2012
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