THE ART OF LANGUAGE LEARNING: RE-DISCOVERING ENGLISH


Workshop Objectives:

The objective is to introduce to our partners and members alike new and creative methods of learning English.
This workshop has a focuses on creativity of Teaching, roles of everyday culture and Arts play with language learning. This workshop will show the effectiveness of creative and less conventional devices such as drama, Art, songs and video clips in language teaching, as well as the ability of these devices to target different audiences (from children to adults), and to deal with current language learning issues, such as shyness in oral expression. The main target groups are then foreign language teachers and trainers in school, university and adult education, and other educational workers but all are welcome to apply.
Discussing and Learning new methods to teach and learn English is also an objective as well as the networking and sharing of ideas from both the host and receiving partners involved.

PROGRAMME

Day 1: Welcome

Introduction to the Day and the Programme: registration, introduction of partners, networking, welcome to London and workshop overview

Day 2: In Teaching and Listening

Creative ways to teach English that deliver outstanding results within their professions, whether through Peer and Self-Assessment, Teaching via Taboo Topics, Memes, Lip Dubs, Rap and Hip Hop Songs and Drama; these are some of the leading ways to learn English

Day 3: Culture, Tourism and Arts (1)

Creative ways to learn English through Culture, Tourism and Arts such as: Proverbs, Documentary film making, study music, films and documentaries from around the world, read stories and poetry, play games, and do work online.
“We don’t use textbooks, and instead study music, films and documentaries from around the world, read stories and poetry, play games, and do work online. We use Facebook groups to communicate and to do writing, and each student has their own blog. This year we joined quadblogging.net to collaborate on blogging with three classrooms around the world. I learn about the conflicts they face in their lives, and use English as a way for them to learn about themselves and learn to solve problems in their communities.”Carlos Soto”, Hong Kong University .

Day 4: Culture, Tourism and Arts (2)

Creative ways to learn English through Culture, Tourism and Arts such as: speaking English with different people of different cultures, British English and London English: similarities and differences. Proverbs, Documentary film making, study music, films and documentaries from around the world, read stories and poetry, play games, and do work online.

Day 5: Having a Laugh and Going out

Creative Ways of learning English by simply going out, restaurants, museum tours – everyday conversations and finding yourself in the normal situations of life; and the life of Football Fans, Songs, Stereotypes and characteristics of the British.
Feedback session. Evaluation and dissemination activities.

All workshop activities aim to achieve:

Challenge: Tasks, in which learners solve problems, discover something, overcome obstacles, or find informations.
Interesting contents: topics that students already find interesting and that they would want to read about outside of class, such as stories about sports and entertainment personalities, found on YouTube and on the internet.
The personal sphere: activities connected to the learners’ lives and concerns.
The intriguing element: tasks that concern ambiguous, problematic, paradoxical, controversial, contradictory or incongruous material which stimulate curiosity.
Individual choice: looking for tasks which give students a personal choice. For example students can choose their own topics to write about in an essay or choose their own topics and group members in a discussion activity.
Tasks that encourage risk taking: they don’t want their students to be so worried about making mistakes that they feel reluctant to take part in activities. Reward them for the effort and not only for success.
Tasks that encourage an original thought: activities that require an original response. So instead of comprehension questions after a reading passage that test recall, they seek to use tasks that encourage a personal and individual response to what the student has read.
The fantasy element: activities that engage the learners’ fantasy and that invite the learners to use their imagination to create make-believe stories, identifying with fictional characters or acting out imaginary situations.

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