Home Forums Reflection Forum Reflection 4.2 – Classroom Activities

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    • #2741
      adminadmin
      Keymaster

      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 4 months, 2 weeks ago by adminadmin.
    • #4252

      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.

    • #4593

      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.

    • #4654
      Dauda PikawiDauda Pikawi
      Member

      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

    • #4784

      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.

    • #4838

      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.

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