EXPERIÊNCIAS DE MULTILETRAMENTOS NO ENSINO DE INGLÊS
13
October, 19th 2016
Wednesday (7:00- 10:00 p.m) Instructors:
Shirlene Bemfica de Oliveira
IFMG Ouro Preto
Vanderlice dos Santos Andrade Sól
ICHS UFOP
E-mails:
[email protected]
[email protected]
EXPERIÊNCIAS DE MULTILETRAMENTOS NO ENSINO DE INGLÊS
Ementa
Este minicurso tem por objetivo apresentar experiências bem sucedidas de professores-pesquisadores do ensino básico, técnico e tecnológico e problematizar, discutir e refletir sobre diversas inquietações do dia-a-dia da sala de aula de inglês. Reconhecemos os avanços e contribuições das pesquisas em Linguística Aplicada ao ensino de línguas estrangeiras. No entanto, percebemos que ainda há muito a ser compartilhado em termos de pesquisas nas quais os próprios professores são os protagonistas de suas histórias e trajetórias investigativas.
Nessa perspectiva, este minicurso aponta para essa direção, vislumbrando a troca de experiências e reflexões sobre o ensino e o aprendizado de língua inglesa na escola pública brasileira. Serão oferecidas 25 vagas para alunos de Graduação e professores de língua inglesa e terá duração de 3 horas. A oficina será dividida em três etapas: na primeira, será o período de sensibilização e de diagnóstico a respeito do ensino e aprendizado de língua inglesa no contexto dos participantes. Na segunda fase, será feita a aplicação das metodologias em Microteachings. Serão propostas atividades com ênfase no uso da língua inglesa para a comunicação integrando as habilidades de compreensão e produção oral e escrita com o auxílio da tecnologia, a saber: o cinema como recurso didático-pedagógico no contexto de ensino e aprendizagem de língua inglesa; o tratamento de temas polêmicos em aulas de conversação para o letramento crítico; ensino da produção escrita colaborativa; na perspectiva dos gêneros, e como ferramenta para a construção de sentidos e valorização das identidades dos alunos. Na terceira etapa, serão discutidos os aspectos motivacionais na sala de aula e a importância de dar voz aos aprendizes para, a partir dessa escuta, pensar em novas abordagens e políticas educacionais que favoreçam o ensino e o aprendizado de línguas.
Atenção!
O minicurso será conduzido em língua inglesa
Área de interesse: Linguística Aplicada, ensino e aprendizagem de línguas adicionais, práticas de multiletramento.
Palavras chave: aulas de conversação, filmes, séries, habilidades orais.
References:
BOTELHO, J. M. Oralidade e escrita sob a perspectiva do letramento. Jundiai: Paco Editorial, 2012.
BROOKFIELD, S.D. & PRESKILL, S. Discussion as a way of teaching: Tools and techniques for democratic classrooms. San Francisco, CA: Jossey-Bass. 2005.
FOURNIER-SYLVESTER, N. Daring to Debate: Strategies for teaching controversial issues in the classroom. College Quarterly. Summer. v. 16, n. 3, 2013.
MOVIE TIME EXPERIENCES: Vanderlice Sól
Watch the movie "The perks of being a wallflower" and fill in the chart below.
Title of the movie
Director
Leading characters
Cast
Purpose of the film
The movie makes people think about...
What you learned from the movie
Rate the movie
(your opinion about the movie)
Words or expressions I learned from the film
Watch the trailer of the movie "The perks of being a wallflower" and mark T for true, F for false and NM for not mentioned.
INFORMATION ABOUT THE MOVIE
T
F
NM
1 This is a high school movie.
2 Charlie is seventeen years old.
3 Charlie is an ordinary teenager without psychological problems.
4 Sam and Patrick are Charlie's friends.
5 Charlie thinks it's very nice to have a teacher as a friend.
6 In summer, Charlie goes out with his friends.
7 Charlie wants to be a writer.
8 Charlie has bad grades in school.
9 Charlie started writing letters to a friend.
10 Sam is Brazilian.
The perks of being a wallflower: Movie Break Reflection
Have you ever lost the control like Charlie?
What happened? How did you feel?
If you were in Charlie's shoes, what would you have done?
Write about this situation, and bring your ideas to share with the group.
FINAL DISCUSSION: DEALING WITH OUR FEELINGS
And you, How do you usually express your feelings? What's your opinion about the following quotation from the movie? Discuss in groups.
Additional information about the movie "The perks of being a wallflower"
Available at Access on oct. 15th 2016.
Considering the following quotes from the movie, discuss about the main topics presented by the movie. Groups of 4.
"So, this is my life. And I want you to know that I am both happy and sad and I'm still trying to figure out how that could be."(Charlie)
"He's a wallflower...You see things. You keep quiet about them. And you understand." (Patrick)
"When we got out of the tunnel, Sam screamed this really fun scream, and there it was. Downtown. Lights on buildings and everything that makes you wonder. Sam sat down and started laughing. Patrick started laughing. I started laughing. And in that moment, I swear we were infinite." (Charlie).
CONVERSATION CLUB EXPERIENCES: Shirlene Bemfica
The Danger of a Single Sided Story
Warm up (15 minutes)
Please discuss with your group your perception of Africa in 10 minutes. Designate a person to record each group members' ideas and be sure to include the following points: The land, The people, The economy, The government, The weather, The food, The Housing, Each group will share the ideas with the whole class.
Watching a video (20 minutes)
Watch the following video. Think about it and take notes on the following ideas: Think about how a "single story" can impact an individual, a group of people and a country. How can a "single story" be damaging to people? How can understanding "The single story" help you as you look forward to teaching next year?
Define the term stereotype as it pertains to the video
Video: Chimamanda Adichie: The danger of a single story
Available at:
https://www.youtube.com/watch?v=D9Ihs241zeg&feature=youtube_gdata
Small group discussion: Socratic Circle (20 minutes)
Discuss and Share: Socratic Circle
Discuss with your group the meaning behind the phrase: "The Danger of a single story," as it relates to the video. Take notes on your discussion and be prepared to share your thoughts with the class.
Hint: Think about how stereotypes affect individuals, groups of people, countries etc... How can stereotypes be dangerous?
Knowing about the personal experience with Single stories (15 minutes)
So, we all know what's a single story and we know that everyone have one. That's certain. We all have some kind of preconception or stereotype about something we don't actually know.
Use the circle of voices to discuss and relate to each other, about our daily "single stories", the things we don't know and judge, just because we have a generalization about the subject.
Collaborative writing (15 minutes)
Write in pairs and choose to respond to one of the prompts:
Our lives, our culture, are composed of many overlapping stories. Novelist Chimamanda Adichie tells the story of how she found her authentic cultural voice and warns that if we hear only a single story about another person or country, we risk a critical misunderstanding. Explain what you believe this means in the context of the video and group discussion and how you can apply these ideas to your own life presently and probably next year teaching in a school. Please complete a well written essay with a minimum of five paragraphs.
So, we all have a preconception about something, right? Write down a short story in our lives, such as the one of Suzuki or Suzuki's college roommate. A story of a single story (preconception) we had undone when we actually knew the other side of the ball.
Some more ideas for your classrooms. They were researched on internet.
The Danger of a Single Story: some more ideas
May 2, 2013 " Filed under: Social and Emotional Learning, Critical Thinking, A View from the Classroom and tagged with: Lesson Plan
The"Danger of a Single Story", a 2009 TED Talk by Chimamanda Adichie, a young Nigerian author, provides a powerful tool for the Facing History classroom. In the twenty minute video, Adichie describes the powerful impression the multitude of British stories made on her as a young girl growing up in Nigeria. She argues that inherent in the power of stories, is a danger—the danger of only knowing one story about a group. "The single story creates stereotypes, and the problem with stereotypes is not that they are untrue, but that they are incomplete. They make one story become the only story."
Adichie recounts speaking to an American student who, after reading her novel centered on an abusive male protagonist, lamented the fact that Nigerian men were abusive. Having just read American Psycho, Adichie returns his pity, and calls it a shame that "all young American men are serial killers." The TED audience laughs at the absurdity of this generalization and her point is clear: on a micro-level, the danger of a single story is that it prevents people from authentically connecting with people as individuals. On a macro-level, the issue is really about power: almost by definition, there are many stories about the dominant culture so the single-story threatens to create stereotypes that stick to groups that are already disempowered.
After seeing this twenty minute video, I knew I wanted to share it with students. I've observed that Africa is often students' default example of human tragedy—"starving children", "war-torn societies" and other scenes of deprivation and scarcity are conflated with "Africa." Adichie is articulate, insightful, empowered and engaging—I knew that just seeing her speak would shatter some stereotypes that students hold which oversimplify "Africa" and lump all Africans together.
Adichie's video raises questions that fit directly with Facing History's scope and sequence. Facing History begins with an exploration of identity with questions such as "Who am I?" "To what extent am I able to define myself?" "What labels do others place on me?" Defining oneself and the groups to which one belongs often means distinguishing "us" from "them." As Rudyard Kipling writes "All the people like us are We and everyone else is They." (Click here for Kipling's poem, "We and They") Adichie's TED Talk shows how this "we/they" dichotomy is established. The We/They divide is an enduring theme which you can use in any humanities classroom.
We and They
Rudyard Kipling
FATHER, Mother, and Me
Sister and Auntie say
All the people like us are We,
And every one else is They.
And They live over the sea,
While We live over the way,
But - would you believe it? - They look upon We
As only a sort of They !
We eat pork and beef
With cow-horn-handled knives.
They who gobble Their rice off a leaf,
Are horrified out of Their lives;
And They who live up a tree,
And feast on grubs and clay,
(Isn't it scandalous?) look upon We
As a simply disgusting They!
We shoot birds with a gun.
They stick lions with spears.
Their full-dress is un-.
We dress up to Our ears.
They like Their friends for tea.
We like Our friends to stay;
And, after all that, They look upon We
As an utterly ignorant They!
We eat kitcheny food.
We have doors that latch.
They drink milk or blood,
Under an open thatch.
We have Doctors to fee.
They have Wizards to pay.
And (impudent heathen!) They look upon We
As a quite impossible They!
All good people agree,
And all good people say,
All nice people, like Us, are We
And every one else is They:
But if you cross over the sea,
Instead of over the way,
You may end by (think of it!) looking on We
As only a sort of They !
I chose to use it in my eighth grade Global Studies course as a way to reflect after last quarter's major assignment: a lengthy interview with a person from another country. This assignment is a part of a year-long "Country Project" where students choose one developing nation to investigate in depth. During the third quarter, students developed questions; scheduled, conducted, and recorded the personal interview. This goal of the interview was to move students beyond the statistics and facts they had researched about the country as well as to develop their interpersonal and interviewing skills.
The culminating assessment was a reflective essay about the lessons and content learned from the interviewing process. The students' reflections revealed "aha moments." For example, in her essay Ashley wrote of her great revelation that Chipotle was not "real" Mexican food and, to her surprise, burritos were an American concoction with roots in California. This felt like progress; but though I was encouraged at the baby-steps, I also realized that students might have trouble discerning the opinion of one Mexican person from a fuller picture of Mexico. Each student gained so much respect for the life story of the person they interviewed, that this person became the authority on anything about the country. I could see how new knowledge could be greatly over-simplified and generalized. I decided to complicate my students' thinking by introducing "The Danger of a Single Story."
The Lesson:
I asked students to spend five minutes doing a free-write (journal-entry) about "The Power of a Single Story."
I just put the topic on the board and asked them to write about whatever came to mind. I stressed that this was not about correct grammar or spelling and that they should just let their thoughts flow.
Students shared out that a single story can inspire, it can teach a lesson, provide a personal connection, build respect, or evoke emotions in a way that statistics and cold facts cannot.
I told them that we were going to watch a video entitled "The Danger of a Single Story." This jolted some of the students because they were confident that single stories were so valuable.
As they watched, I asked them just to listen and record the main points that Adichie makes.
After the video finished, I had students spend three or four minutes talking to their partner about the main points and listing three "take-away points."
Students shared these and we connected it back to our own interviews.
My students were moved by the ideas. The simple message was clear: do not stereotype. But, they picked up on the nuance of all of her points. This video clearly has many classroom applications and I would love to hear from other Facing History teachers about how they envision using this resource in the classroom.
Click here to see another teacher's take on short videos useful in the Facing History classroom, from our sister blog in Toronto: ONnetwork.facinghistory.org
Available at: http://lanetwork.facinghistory.org/the-danger-of-a-single-story-2/
Socratic method, also known as maieutics, method of elenchus, elenctic method, or Socratic debate, is a form of cooperative argumentative dialogue between individuals, based on asking and answering questions to stimulate critical thinking and to draw out ideas and underlying presumptions. It is a dialectical method, often involving a discussion in which the defense of one point of view is questioned; one participant may lead another to contradict themselves in some way, thus weakening the defender's point. This method is named after the classical Greek philosopher Socrates, and is introduced by him in Plato's Theaetetus as midwifery (maieutics) because it is employed to bring out definitions implicit in the interlocutors' beliefs, or to help them further their understanding.
Available at: https://en.wikipedia.org/wiki/Socratic_method
THE CIRCLE OF VOICES
Participants form into a circle of about 5. They are allowed up to three minutes silent time to organize their thoughts. During this time they think about what they want to say on the topic once the circle of voices begins.
After this silent period the discussion opens with each person having a period of uninterrupted air time. During the time each person is speaking no one else is allowed to interrupt. People can take their turns to speak by going round the circle in order or volunteering at random. Although the latter arrangement sounds the most relaxed and informal the opposite is often the case.
The order of the circle removes from participants the stress of having to decide whether or not they will try and jump in after another student has finished speaking. Not having to decide this is one less thing to worry about.
An important benefit of using the circle of voices at the start of a discussion is that it prevents the development early on of a pecking order of contributors. Introverted, shy members, those whose experience has taught them to mistrust academe, or those who view discussion as another thinly veiled opportunity for teachers to oppress or offend, will often stay silent at the beginning of a course.
The longer this silence endures, the harder it is for these individuals to speak out. By way of contrast, in the circle of voices everyone's voice is heard at least once at the start of the session.
After the circle of voices has been completed, and everyone has had the chance to say their piece, then the discussion opens out into a more free flowing format. As this happens a second ground rule comes into effect. Participants are only allowed to talk about another person's ideas that have already been shared in the circle of voices. A person cannot jump into the conversation by expanding on his own ideas, he can only talk about his reactions to what someone else has said.
The only exception to this ground rule is if someone else asks him directly to expand on his ideas. This simple ground rule prevents the tendency toward 'grandstanding' that sometimes afflicts a few articulate, confident individuals.
To recap the ground rules:- Begin by going round the circle with each person contributing & no interruptions allowed After this, move into open discussion, but remember your contributions can only be about, or refer back to, something one of the other group members said in the opening circle.
HOW TO TACKLE CONTROVERSIAL ISSUES IN THE CLASSROOM
Step 1: Set the Stage
Establish an open and respectful environment: Having students get know each other can enhance students' abilities to communicate as well as minimize conflicts. Ice breaker activities which focus on similarities rather than differences.
Help students move beyond their opinions and emotions. ARGUMENTS
Table 1: How to identify a weak argument
A weak argument
attacks the person instead of the argument;
is based on assumption rather than fact;
gives the impression that there are only two possibilities when there may be more;
appeals to emotion, tradition, popularity or patriotism;
avoids responsibility by placing blame;
presents a caricature of a person or group;
relies on an extreme example to justify a position;
(BROWN; KEELEY, 2010)
Students should get into the habit of identifying the structure of an argument, evaluating the strength of arguments well as looking at how their values, beliefs and emotions contribute to their own perspectives.
Table 2: Suggestions for discussion ground rules
Don't interrupt; be respectful; challenge ideas and arguments not people; back up your position with reasons; use appropriate language - no swearing, sexist, racist or homophobic comments (Oxfam, 2006).
Anticipate the social and political issues that your students might be have the most interest in and have the strongest reactions to. Consider students' interests, maturity level and the relevance to their lives.
Let all members, teachers and students alike, have the opportunity to voice their concerns.
Establish ground rules as a group.
Reflect about the best discussions you have been involved in and to take notes on what you think made these conversations so successful.
Reflect about the worst discussions you have taken part in.
Step 2: Prepare for Discussion
Clarify your role as a teacher
Facilitator: Emphasize that you are not an expert on these topics and that the goal of these discussions is not to find the answer, but rather to underline a multiplicity of viewpoints (Brookfield; Preskill, 2005). One way to take the focus off yourself and reinforce the idea of mutual responsibility is to reconfiguring the classroom into a circle and sitting with your students (Wales; Clarke, 2005).
Committed: teacher expresses own view while attempting to be balanced;
Objective or Academic: teacher presents all possible viewpoints;
Devil's Advocate: teacher adopts most controversial viewpoint, forcing students to justify their own (WALES; CLARKE, 2005).
Encourage participation by having students choose the topics up for discussion.
Allowing students to have a say in the topics of discussion
Have students conduct research before participating in classroom discussions. A possible assignment could require students to interview someone with an opposing viewpoint of their own. Wales and Clarke (2005) recommend that before engaging in discussion, students should have the following information:
What is this issue about? How are terms defined?
What are the conflicting views or values?
What are some of the arguments on both sides?
Step 3: Facilitate the Discussion
Have students write down their views before engaging in discussion.
Start with small group discussions.
Accept silence.
Stage a debate.
Invite speakers.
Move some discussions on-line Websites such as TakingITGlobal
Step 4: Close the Discussion
End on a positive note: emphasize the importance of engaging in debate as an ends in and of itself.
Evaluate the discussion.
Provide an opportunity for students to debrief.
FOURNIER-SYLVESTER, N. Daring to Debate: Strategies for teaching controversial issues in the classroom. College Quarterly. Summer 2013 - Volume 16 Number 3
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