Week 1 Homework 1
Week 1 Homework 1
#1 Should it be done?
•Who would read/use my material?
My publication could be titled “Twelve Months of Social Issues – Volume I” (yes, I aspire to publish more than one volume 😊) and it is an ELT calendar of international days. The creation of such a calendar, a pack of ready-to-use ideas (mostly B2+ student materials complete with teacher’s guide), is an attempt to turn global education into a more systematic effort. It is a compilation of lessons, one per month, focusing on a different international day (mostly UN and UNESCO), e.g. World Refugee Day or International Day of Persons with Disabilities, each time. In this way, Volume I will consist of twelve complete sessions and can be followed by subsequent volumes, since each month we celebrate more than one international day.
The calendar can be used by teachers teaching groups, but also individual students (although some tasks will have to be adapted for just one learner), at B2 and higher level on the CEFR scale. I know quite a few teachers working both in public schools and in private language schools who regularly incorporate such issues into their teaching.
•Why? What would they gain from it?
Teacher who already incorporate such issues into their teaching would have a ready plan and ready materials; they would not have to design each session from scratch. Also, the calendar itself would be a reminder for them which international day is coming up. In such a way, they would be able to plan ahead and make space for an extra session in their already busy schedule. Learners would benefit too - such sessions would improve their critical thinking and teach them content which they need if they want to be considered educated citizens of the 21st century. And if that does not convince them, here is another benefit: they would be discussing topics which they can use to provide in-depth answers on their certificate exams :)
•What are they currently using or reading instead?
Such teachers probably spend hours designing their own materials. Of course, there are some ready-to-use lesson plans on the Internet, but this would save them the time and effort they invest into finding and evaluating the materials they want to use.
As for learners, many of them are unfortunately using or reading ... nothing. Young people need an incentive which would get them interested in what is going on in the world and get them out of the bubble in which they often live.
•Why do I think my material (or idea) is good?
Although incorporating social issues into ELT is a trend presently growing in popularity, more often than not it has the form of a mere one-off occurrence. My idea would turn it into a more systematic effort. Moreover, it would convince teachers who still believe that their role is merely teaching the language that it is so much more than that and that being an educator is even more rewarding than being a teacher.
The publication meets two basic goals: developing linguistic competence (receptive and productive skills, vocabulary and grammar) and raising awareness of burning issues. Taking into consideration the two overall purposes of the materials I am working on, I strongly believe that this publication would contribute to a greater cause. Raising awareness is urgent, especially today, in the days of crisis and instability. It is our duty as educators to make young people aware of global injustice and to help them realize that their voices can be heard and can make a difference.
#1 Should it be done?
•Who would read/use my material?
My publication could be titled “Twelve Months of Social Issues – Volume I” (yes, I aspire to publish more than one volume 😊) and it is an ELT calendar of international days. The creation of such a calendar, a pack of ready-to-use ideas (mostly B2+ student materials complete with teacher’s guide), is an attempt to turn global education into a more systematic effort. It is a compilation of lessons, one per month, focusing on a different international day (mostly UN and UNESCO), e.g. World Refugee Day or International Day of Persons with Disabilities, each time. In this way, Volume I will consist of twelve complete sessions and can be followed by subsequent volumes, since each month we celebrate more than one international day.
The calendar can be used by teachers teaching groups, but also individual students (although some tasks will have to be adapted for just one learner), at B2 and higher level on the CEFR scale. I know quite a few teachers working both in public schools and in private language schools who regularly incorporate such issues into their teaching.
•Why? What would they gain from it?
Teacher who already incorporate such issues into their teaching would have a ready plan and ready materials; they would not have to design each session from scratch. Also, the calendar itself would be a reminder for them which international day is coming up. In such a way, they would be able to plan ahead and make space for an extra session in their already busy schedule. Learners would benefit too - such sessions would improve their critical thinking and teach them content which they need if they want to be considered educated citizens of the 21st century. And if that does not convince them, here is another benefit: they would be discussing topics which they can use to provide in-depth answers on their certificate exams :)
•What are they currently using or reading instead?
Such teachers probably spend hours designing their own materials. Of course, there are some ready-to-use lesson plans on the Internet, but this would save them the time and effort they invest into finding and evaluating the materials they want to use.
As for learners, many of them are unfortunately using or reading ... nothing. Young people need an incentive which would get them interested in what is going on in the world and get them out of the bubble in which they often live.
•Why do I think my material (or idea) is good?
Although incorporating social issues into ELT is a trend presently growing in popularity, more often than not it has the form of a mere one-off occurrence. My idea would turn it into a more systematic effort. Moreover, it would convince teachers who still believe that their role is merely teaching the language that it is so much more than that and that being an educator is even more rewarding than being a teacher.
The publication meets two basic goals: developing linguistic competence (receptive and productive skills, vocabulary and grammar) and raising awareness of burning issues. Taking into consideration the two overall purposes of the materials I am working on, I strongly believe that this publication would contribute to a greater cause. Raising awareness is urgent, especially today, in the days of crisis and instability. It is our duty as educators to make young people aware of global injustice and to help them realize that their voices can be heard and can make a difference.
I love the idea of setting the activities around a calendar. You're right - it's a growing trend (e.g., A-Z of activities, as well as the British council's excellent new freebie) but not systematic. Just one question: is this aimed at primary or secondary? Any particular number of hours?
ReplyDeleteKate Cory-Wright This specific volume would be B2 level. But I have more ideas to start working on once this one is published. The next volume will be for young learners. Since the whole series will be more like supplement to the regular curriculum, I don't have a specific number on hours on my mind.
ReplyDeleteCatherine Noble I love your idea of grading the activities for each day ... It is tempting, but also a lot of work which I won't be able to do very fast ... You gave me sth to think about now. :) As I responded to Kate, this volume would be B2 level, but I will continue with a similar publication for young learners (of course the selection of topics will not always be the same). I appreciate your feedback a lot :)
ReplyDeleteClever thinking to set it to the CEFR!
ReplyDelete