Mauricio Souza Neto Nadivan Costa
https://www.youtube.com/watch?v=uak7xWAMJCo
Addison;
“Listening” activities with a deaf student Animated videos, mainly with subtitles; Monitoring with tapescript;
“Each and every word expresses the ‘one’ in relation to the ‘other’. […] A word is a bridge thrown between myself and another... A word is territory shared by both addresser and addressee, by the speaker and his interlocutor” (VOLOSHINOV, 1973, p.86)”
Sts’ (un)interaction; “[interaction is]the context and process through which language can be learned” (PICA, 1996)
Teachers as ethnographers (c.f. HEATH, 1984)
Listening to the inaudible •
“Hearing the inaudible” (LASS, 1997, p.45)
•
“The art of making the best use of bad data” (LABOV, 1982, p. 20)
Source: Cambridge Dictionary
Source: Cambridge Dictionary
Food for thought 1)Do you have quiet students in your classes?
2)Why are they quiet?
Reasons provided by teachers at In-service: Lack of interest; Shyness; External problems; Lessons (too easy or too difficult); T centred lesson; Strong student leading the class; Don’t want to expose themselves; Lack of opportunity; Don’t want to leave comfort zone; Depression; Puberty
Reasons: Tiredness Personality
Shyness Quietness
Uninteresting class/topic Fear of exposing weaknesses Does not like English/teacher (parents forcing??) Does not like the class(mates)
Food for thought 1)How do you approach quiet students in your classes? 2) How do you engage quiet students to your classes?
Teachers’ sharing:
Our proposals:
Angels - Sts are given cards with classmates’ names (to whom they’ll work as ‘angels’); - Sts have to pay attention to their ‘pupil’
(interaction, participation, etc) - At the end of the class, 10 minutes are given
for revelation and feedback;
QR code tasks http://goqr.me/
https://www.the-qrcode-generator.com/
Collaborative writing tasks
Pair-check homework correction
Face-to-face discussion (onion ring)
Chain story activities
Beans for your participation By Eduardo Siemens
Source: http://wonderingaboutelt.blogspot.com.br/2014 /09/beans-for-your-participation.html
Radio project By Rodrigo UzĂŞda
How to do it? The project is composed of three phases:
- Sts write the questions, - Sts have peers correct them - Sts take the script home to interview their parents.
http://rodrigouzeda9.wix.com/tp1---2015-1
References: BAKHTIN/VOLOSHINOV . Marxism and the Philosophy of Language. Trans. by L. Matejka and I.R. Titunik. Cambridge, Mass.: Harvard University Press, 1973. HEATH, Shirley. Ways with words. Cambridge: CUP, 1984
LABOV, William. Principles of Linguistic Change. Internal Factors. Oxford: Blackwell, 1994 LASS, Roger. Historical linguistics and language change. Cambridge: CUP, 1997. PICA, Teresa. Second Language Learning Through Interaction: Multiple Perspectives. Available at: http://files.eric.ed.gov/fulltext/ED401756.pdf
Talk to us
mauricio@culturainglesa-ba.com.br nadivan@culturainglesa-ba.com.br