“Which English?” will our students need in the future and how can we help them access it?

As English becomes an increasingly global language, what are the implications for the classroom and those creating teaching materials? How desirable is it for learners to embrace their own local versions of English, as opposed to a standard native speaker model? We will examine the competing demands of intelligibility and identity in World Englishes, and encourage learners and teachers to embrace this linguistic diversity.

Download an abridged version of the presentation:

WHICH ENGLISH abridged

Here is a handout with some extra tasks and texts which I hope will be of interest:

which english handout

This practical talk will look at the way electronic media can help us place the image at the centre of our classroom practice, enabling learners to visualize or “picture experience” in new and exciting ways. In so doing, we will explore the notion of how best to develop visual literacy[1] in the language class – guiding students towards actively interpreting and creating images rather than just passively describing them.

Firstly, we  look at how digital technology has transformed our concept of text and image in general. We will see how content, even statistical data, can now be presented in dynamic ways through infographics and via new presentation tools. We will analyse how images can now longer be taken at face value, due to the influence of Photoshop, etc. and how both images and texts are frequently fragmented and repurposed through new media.

Then we  on to look at how social network sites and microblogging tools disseminate images through the Internet. For example, we  see how an image-sharing site like Flickr can be used to create a database for teachers to access copyright-free images for their classes[2].

The second half of the talk  looks at how different image types – mental snapshots, aerial views, close ups, collages, icons, etc.- can serve different roles in the language classroom through a variety of engaging tasks. Practical examples will be shown.

Finally, we evaluate specific digital resources such as Voice Thread, Glogster, Prezi, etc. which enable teachers to produce familiar classroom tasks such as presentations, projects and stories in fresh and unfamiliar ways.

We  sum up by taking a balanced view to embracing this new technology, analyzing what can both be gained and lost by incorporating it into our classroom practice. We  put forward the notion that in both relation to working with images and in general in language teaching, the “tech option” should only be chosen if it enhances the task itself and the learners’ participation in it. The medium or the tool should not be allowed to dictate the content.

Click here to download an abridged version of the talk:

The Digital Image abridged

---

[1] Visual Literacy as outlined in Kress, Gunther R. ; Van Leeuwen, Theo (2006). Reading Images: The Grammar of Visual Design. New York: Routledge. & Goldstein, Ben: “Working with Images” (Cambridge 2009) – a means of analyzing images to explore the messages they convey.

[2] Specifically in the Flickr ELTPics group to which hundreds of language teachers have contributed images.

A virtual learning environment (VLE) provides teachers and students with a platform which they can engage with outside the traditional classroom.  First, we outline the changes taking place to reading, information delivery and affinity groups in this digital age. Then we go on to discuss the advantages of a VLE in a blended learning context, seeing how the platform can grant more opportunities for learners to contribute and share ideas as well as saving precious time for the teacher.  These benefits contribute to making face-to-face contact all the more valuable. Examples from The Big Picture VLE are shown to exemplify the approach.

Click here for an abridged version of the talk:

the decentralized classroom abridged

This talk focuses on global voices and international speech communities, diverse contexts to which learners can easily relate. We then discuss the concept of “transcultural flows” i.e. how cultural forms can evolve in disparate ways in today’s globalised world. We will cover areas such as hip-hop and football, seeing how these global phenomena can be reinvented by practitioners and fans and thus transcend cultural and national boundaries.  We will suggest that something similar happens with English and those who speak it. Rather than present the language as a monolithic standardized code, it follows then that we should celebrate its diverse voices, registers and genres.

Go with the transcultural flow website handout

go with the transcultural flow powerpoint abridged

Intercultural awareness and plurilingualism are central concerns of the Common European Framework, challenging the way ‘target culture’ is traditionally treated in ELT materials. This practical talk looks at research into learner autobiographies and the conclusions that can be drawn from students’ observations about their own language learning. It promotes the use of global and local topics and learner-generated tasks in which students are encouraged to seek out a space where they can fashion their own voice and vision of English.

Fashioning an intercultural voice handout2011

Click here to see an abridged version of the powerpoint