Home › Forums › Reflection Forum › Reflection 4.2 – Classroom Activities
- This topic has 17 replies, 17 voices, and was last updated 1 year, 2 months ago by Jane O Davies.
27 August 2020 at 10:35 pm #2741adminKeymaster
I would say I use a mix of materials that include required textbooks, personally created materials through which I try to promote plurilithic views (like discussion questions based on aforementioned TED talks, or student-centered activities involving creative use of vocab), and ideas taken or adapted from various online resources. I find that textbooks tend to focus on English as a monolithic system, for a variety of reasons.
Some ways in which materials implicitly or explicitly promote monolithic views are by not including varieties of English other than Standard British or American in the examples they give, in the grammar or vocab they present, or in the listening exercises where you only hear RP accents or whatever rhotic, TV American accent is widely considered as “most American”. (Side note, I was recently watching a comedy TV show where in a conversation between an Irish speaker of English and an American from Los Angeles, the American mentioned how much they loved the Irish accent and when the Irish speaker returned the compliment the answer was “We don’t speak with an accent.” I found that funny as it is a commentary on how silly that is and of course everyone HAS an accent.)
Perhaps one way to start embracing some plurilithic views would be to add one chapter called World Englishes, to acknowledge their existence and introduce students to them. Maybe there are already are some? Does anyone have any knowledge that materials are promoting pluritihic views of English out there?
To view past replies go to: https://changingenglishes.proboards.com/thread/22/classroom-activities
- This topic was modified 2 years, 8 months ago by admin.
11 December 2020 at 4:56 am #4252Angelica Marie EstrabelaMember
Since my students came from different places, more than just plurilithic views, I also incorporate cultural differences in language learning activities so that students will be also aware on how cultural factors also affect communication. Moreover, vocabulary also plays an important role in understanding different social communication contexts.
25 December 2020 at 4:30 am #4593Buddhika DaladawaththaMember
Personally my approach to language teaching is more student centred in all aspects. I use the text book also in a manner where almost all students gets an opportunity to take part and contribute to the lesson. Self – directed learning is encouraged respecting learning styles and learner needs as well. Towards the latter part of the lesson, activities are planned favouring autonomous learning to give the learners the confidence to handle the language. So, it isn’t student centred any more where the teacher is more a facilitator than a theory provider.
28 December 2020 at 5:22 pm #4654Dauda PikawiMember
I didn’t not fully realize that I use the plurilithic methods of teaching until I started this course. I use the individual, pair, groups and plenary method in many cases and for me it’s been working. Hardly do I rely on text books, but mostly on personally prepared material
4 January 2021 at 5:07 pm #4784Pabasara PonnamperumaMember
In the classroom, as a teacher, I love to follow innovative teaching methods which make students interest and energetic on learning process. I prepared for my lesson before hand, so for that I prepared a lesson plan which divides into three categories as Pre-task activity, While-task activity and Post-task activity. As for teaching materials, based on the tutorial or the lesson, I create my own lesson. There are activities including less individual tasks but, majority of the activities are based on pair activities and group activities.
12 January 2021 at 12:42 am #4838Deborah AyersMember
In terms of texts providing plurilithic views, I only see British and American English mentioned (in most Cambridge University ESOL texts), but they rarely mention any other English speaking countries.
I’m currently working with my class on recognizing words in some of the different accents. At the moment, we’re just working on American vs British accents. Maybe one day I can work in more.
11 February 2021 at 11:19 pm #5232
I consider it important to use both in the classroom with our students, the teachers can use different strategies, the most important is the use of the cultural topics.
15 February 2021 at 5:02 am #5255Alexandra PakMember
The application of different methods in the teaching methodology helps to find your own way that will appeal to each student.
23 February 2021 at 10:33 pm #5304Richard ZadoriMember
Any kind of method, anywhere, anyhow…
25 February 2021 at 5:20 pm #5336Richard ZadoriMember
Hungarian exams: Corvinus, Origo, iXAM, iTOLC
European exams: EuroExam, ECL
And I also use magazines, podcasts, youtube videos as well
2 May 2021 at 7:31 am #5428Abdulsalam AderibigbeMember
As much as I try to help my students through the use of resources that promotes monolithic views of the English language (for standard test purposes), I also make use of resources that promotes the prulithic views through the use of literary text, movies and music that portrays different culture and different forms of Englishes based on the author’s background.
9 May 2021 at 3:43 am #5452Josephine RicciMember
Lots of group work and pair work. Running dictations are great as they involved a learner centred environment. Games are activities that consolidate learning as well. Text-based lessons assist in consolidating English learning.
2 June 2021 at 9:23 pm #5469Alex FerreiraMember
I work with many differents materials, but to work the plurilithic form I use IELTS, TOELF tests… textbooks etc. To work the monolithic form I use some Youtube videos, series etc.
28 June 2021 at 12:25 pm #5492Eleni VerikakiMember
The monolithic thinking on the part of the students is encouraged with texts – reading & listening – in Standard English. Additionally, when learners are exposed only to British or American accents, this also reinforces monolithic thinking. When students deal with a culturally rich variety of texts and are exposed to English other than the standard form, for instance Singapore English, Indian English, they are encourage to develop a plurilithic thinking.
29 July 2021 at 8:34 pm #5529Saul SantosMember
I have to accept that more often than not, inadvertently, I promote a monolithic wiev of language: for one thing, I use textbook activities and they tend to promote this view; for another, I am constantly concerned tha my students pay attention at what they say, how they say it and how it differs from… the norm? the way ‘native speakers’ speak? Surely, I devote time to meaning focus activities, but at some point a provide opportunities for reflection on language form. I realiza that whereas I favour inductive approaches, it is me who decide the whats and the hows (and the whos!)… 🙁
21 September 2021 at 11:50 am #5608Manuel CadedduMember
I must say most books have a mixture of different approaches and try to involve students. Same thing with the materials I choose or create, which makes me happy about this aspect of my teaching.
18 October 2021 at 3:59 pm #5623Simon FieldingMember
It really depends on what type of lesson I am teaching. As I am now teaching some exam classes, they are more text book focused and are promoting a monolithic or Standard English. However, if I am teaching more general classes, particularly with advanced students, I seek to promote authentic material that hasn’t been doctored too much. Even for speaking aspects in exams I will try and teach some idioms in context, which can vary depending on country and region. In this sense then, I try and promote both methods. I also try and recommend sources such as TED, radio stations and TV shows where different variations of English occur.
9 March 2022 at 6:29 pm #5753Jane O DaviesMember
Reflect on some of the teaching materials and activities you currently use or are familiar with. In what ways do they implicitly encourage or explicitly promote monolithic and plurilithic thinking on the part of students? Share your reflections here.
Given our time restraints (meeting my private Ss x1 for 1 hour/week) and Ss’ mother goals (!), I am obliged to offer more standard English, than I would otherwise do if we had more time either together or for them to do some out-of-lesson work (Ss in my context already receive far too much homework from school so I am very wary of not adding to this). At lower levels – up to B1 – I’m not sure that encouraging plurithic thinking is so relevant with young teens as their concerns are the next test in school. This is something I would feel more comfortable doing with B2+ S as young adults (16+).
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