26/05/2020. Si avvisa che, a causa delle incertezze legate alla situazione sanitaria per l'epidemia da Covid-19, la SUMMER SCHOOL 2020 di lend è annullata.
EFL learning, teaching and assessing
for democratic citizenship
Plenary: Intercultural and Democratic Citizenship - the Role of Foreign Language Education
This lecture will be based on two publications to which I have contributed: the Council of Europe’s (2018) Reference Framework of Competences for Democratic Culture and an ACTFL publication (2020) Teaching Intercultural Citizenship across the Curriculum: the Role of Language Education. My main purpose will be to provide a theoretical rationale and practical examples of teaching for intercultural and democratic citizenship. This will mean consideration of inter alia the following questions: Why democratic citizenship? How does intercultural citizenship differ from other kinds? What is the particular role of language education and its relationship to other areas of the curriculum and of educational institutions? What ethical responsibilities do teachers have to consider? In all of this I will not seek to provide definitive answers but raise issues and make some suggestions which can be followed up during a workshop.
Workshop: Intercultural and Democratic Citizenship - the Role of Foreign Language Education
This workshop will develop further in practice and theory the ideas presented in my lecture. We will unpick some of the competences required for intercultural and democratic citizenship and examine the concepts on which they are based and the ways in which they can be developed in practice. There will be opportunity to consider further examples from classroom-based projects so that participants can discuss their transferability to their own work as language teachers.
A second focus will be on assessment. This will be based on recent work at the Council of Europe on self-assessment by portfolio.
Finally, we shall consider the implications for teachers in terms of their professional identities and discuss the ethical issues involved in teaching for intercultural and democratic citizenship in the foreign language classroom.
PLENARY: Understanding and responding to the world… in English
In an increasingly globalised world, making sense of literature and media contents in a foreign language has become more relevant than ever. Creative texts such as literary works, films, series, videos and transmedia products present imaginary worlds, and as they do so they also illustrate different worldviews and values. English, as the language of international communication, opens doors into a broad range of cultures. Thus, dealing with creative texts in English can help students become “intercultural speakers” capable of identifying and responding to cultural norms and values often implicit in the language and behaviour of the groups they interact with.
This presentation will explore how to approach culture-rich texts at different levels to help learners develop intercultural awareness and encourage them to produce their own “identity texts” to find their own voice in English.
Workshop: Adapting and designing materials with an intercultural focus
As a follow-up to the speaker’s plenary session, the aim of this workshop is to have a hands-on try at adapting and designing classroom materials for teenagers and adults based on resources which offer a potential to develop intercultural awareness. Participants will become acquainted with a selection of creative texts in a variety of media at different levels and will be encouraged to design activities to approach them so as to help students to produce their own “identity texts” in response them.
WORKSHOP: New ideas and strategies to develop literacy in reading and writing in the Primary English Classroom.
Increasing literacy in reading and writing is essential in developing students who are critical thinkers.
How can we help students develop literacy and reading and writing skills for the 21st century at Primary School? How can we help our students develop literacy in reading skills to consume 21st century texts and modern communication?’ These are the big questions we will consider to help our students succeed in today’s school environment.
Evidence suggests that children who read for enjoyment every day not only perform better in reading tests than those who do not, but also develop a broader vocabulary, increased general knowledge and a better understanding of other cultures.
In this workshop we will also illustrate how extensive reading can help build reading fluency and help students acquire the reading skills they need for State Exams, International Certification or INVALSI and how Graded Readers can be used as a starting point for lessons and projects regarding CLIL, Citizenship and the UN Global Sustainable Development Goals.
We will also look at how introducing Mindfulness can help with ‘deep’ reading and help with concentration and build resilience and calm in students especially before reading tests in exams.
Manuela KELLY CALZINI
TRINITY COLLEGE LONDON
WORKSHOP: Talk the Talk: the value of oracy skills
The ability to communicate orally is recognised to be a critical component of English language learners’ communicative competence in the 21st century. Hence, improving speaking and listening skills is a key part of overcoming poor literacy, which often holds back pupils at secondary level.
However, the benefits of oracy skills go far beyond academic achievement and employability, they boost a whole range of social, emotional and interpersonal skills, including self-confidence, self-awareness, resilience and empathy. Having the skills and confidence to speak up and believe in yourself has also been shown to enhance our sense of happiness and well-being, preventing the isolation that comes from feeling side-lined.
This highly interactive workshop explores a range of strategies to improve oracy in the EFL classroom .
More specifically, the workshop seeks to:
1. Develop an understanding of oracy as a key component of literacy.
2. Explore the role of speaking and listening in academic achievement and social mobility.
3. Experiment new teaching strategies.
4. Create an environment of collaborative, professional dialogue and critical reflection.
With reference to Trinity’s English language exams consideration is also given to how a communicative and integrated language skills assessment can help the development of oracy skills and enhance both performance and achievement.
By the end of the workshop, participants will have learned from each other, shared good practices and examined different approaches and challenges. Participants will be encouraged to take what they have learned back into their school and trial approaches and see what works best for them.
TRINITY COLLEGE DUBLIN
PLENARY: Assessment in EFL and the theory and practice of constructive alignment
I shall begin this presentation by briefly reviewing different types of assessment, their modalities, their function and their relation to one another. I shall then introduce the theory of constructive alignment, which is based on two ideas: that learners construct knowledge and skills by engaging in relevant learning activities; and that teachers respond to this fact by setting up a learning environment and assessment tasks that are aligned with those learning activities. I shall go on to explain how the Common European Framework of Reference for Languages can be used to constructively align course design, learning activities and the design of assessment instruments.
WORKSHOP: Assessment in EFL and the theory and practice of constructive alignment
The workshop that follows this presentation will give participants an opportunity to explore these issues for themselves.
WORKSHOP: Language awareness: What? Why? How?
This workshop has three aims: (i) to explore the various meanings that have been given to the term “language awareness” and the relations between the phenomena they describe; (ii) to consider the kinds of language awareness that second language learners need to develop; and (iii) to discuss which teaching approaches and learning activities are most apt to develop language awareness.
The Sounds and Shapes of Words: Teaching reading effectively
In this session, we will discuss how to help young learners start reading English. The most logical approach is to follow a highly structured system, starting with the most common sounds before moving on to those less frequent. We will also stress the importance of getting learners to actively engage, through various activities that encourage ‘looking with intent’.
Emotional Intelligence in the ELT Classroom
Emotional intelligence allows us to focus more on how we and the people around us feel. When students learn to understand themselves and others, they are able to better understand their learning needs, strengths and limitations. Having this awareness can play a significant role in the learning experience. In short, when we feel in control everything seems easier, including learning.
This talk will explore emotional awareness as a valuable asset which learners can develop and use to their advantage in the EFL classroom.
Plenary: Building students autonomy. Strategies and Tools
Students are normally only limited to 3 hours of classwork but have many hours outside of the classroom to extend and further their learning. The key is to help build student's autonomy and provide information on useful content, strategies and tools that will allow students to work alone. A talk packed with practical ideas and useful time-saving tools that can help students with vocabulary, listening and reading outside of class time.
workshop: Tools, Tips and Techniques for developing autonomy
In the workshop we will be looking at a number of useful techniques, tools and strategies to help develop students autonomy. It will include a focus on some simple apps for studying vocabulary, reading material and listening content but linked to this will be a series of ideas that you can share with your students about how to exploit the content and the applications. Packed with ideas, useful websites, great apps and ideas. Russell will also draw on his own studies of Polish to demonstrate some of the ideas in action.
SPEAKERS - biodata
Since October 2013, Sarah Breslin has been the Executive Director of the European Centre for Modern Languages, an institution of the Council of Europe, based in Graz, Austria. A passionate linguist with a thorough understanding of both policy and practice in language education and general education, Sarah has worked in a range of sectors and countries since she graduated with first class Honours in French and German from the University of Glasgow in 1986. After training to become a language teacher, Sarah worked for 15 years in Catalonia as an EFL teacher and became first Director of Studies and then Director of a prestigious language school in Tarragona. She then moved into Higher Education, where she was Head of Modern Languages in the Faculty of Tourism and teacher of English and German. On returning to the UK, she worked for 4 years in further education, teaching English for Speakers of Other Languages (ESOL) and Spanish, before becoming Head of International and EU programmes. Before taking up post as Director at SCILT, Scotland’s National Centre for Languages at the University of Strathclyde, Sarah worked for the Scottish Qualifications Authority (SQA) where her focus was on education policy both at UK and EU level, as well as cross-border qualification recognition. Sarah is currently studying for her Doctorate of Education where her research focus is on the contribution of the ECML to the professional learning of language teacher educators.
Michael Byram has been Professor Emeritus since October 2008.
His work in the School comprised initial teacher education and being Director of Research Degrees with supervision of research students. He began his career teaching French and German at secondary school level and in adult education in an English comprehensive community school. After being appointed to a post in teacher education at the University of Durham in 1980, he carried out research into the education of linguistic minorities, foreign language education and student residence abroad, and supervised doctoral students in intercultural studies, language teaching and comparative education. He has published many books and articles including, Teaching and Assessing Intercultural Communicative Competence; From Foireoign Language eEductaion to Education for Intercultural Citizenship, The Common European Framework of Reference. The globalisation of language education policy (edited with Lynne Parmenter). He is the editor with Adelheid HU of the Routledge Encyclopedia of Language Teaching and Learning, which has been translated into Chinese and Arabic.
Claudia Mónica Ferradas, PhD is an Affiliate Trainer with NILE (Norwich Institute for Language Education), UK, where she teaches on professional development courses and on the MA in Professional Development for Language Education (MAPDLE). She also teaches on the MA programme in contemporary literatures in English at the National University of Cuyo, Mendoza, Argentina.
She often works as a consultant and trainer for Oxford University Press, the British Council and Trinity College London. She has co-chaired the Oxford Conference on the Teaching of Literature (Corpus Christi College) on five occasions.
Claudia is a materials writer and a published poet and likes to do poetry readings where she also sings tango and ballads.
Donatella Fitzgerald is from London and she is a teacher and teacher trainer. Her areas of interest are CLIL, Special Educational Needs, Assessment, Mediation, Mindfulness and well-being, Teaching Young Learners and the implementation in the English Language Classroom of Extensive Reading. In her current role as ELT Sales Manager at Pearson Italy she works closely with teachers and publishers to provide teaching and learning solutions to meet the needs of teaching in the 21st century in Italy.
Manuela KELLY CALZINI
Manuela Kelly Calzini was born in Northumberland, England, and graduated from Royal Holloway, University of London. She is an experienced Teacher Trainer working mainly in EFL Teacher Education and Continuing Professional Development programmes. She is Academic Coordinator for Trinity College London in Italy. She is also author of the middle school coursebook Switch On, published by Zanichelli Editore, 2012 and co-author with Annie Broadhead and Ginni Light, of the B2 English coursebook Cult published by Black Cat, 2015. Manuela regularly contributes articles in teacher publications. Her main research interests are communicative skills assessment and washback of language testing.
David Little a Fellow Emeritus of Trinity College Dublin. His principal research interests are the theory and practice of learner autonomy in second language education, the management of linguistic diversity in schools and classrooms, and the use of the Common European Framework of Reference for Languages to support the design of second language curricula, teaching and assessment. He has been actively involved in the Council of Europe’s work on language education since the 1980s, especially in relation to the European Language Portfolio, the linguistic integration of adult migrants, and the teaching and learning of Romani.
Daniel Morris has a BA (Hons) in Hispanic Studies from the University of Kent and a Cambridge CELTA. After working as a British Council Language Assistant and as an EFL teacher in Spain, he joined Express Publishing as an ELT Consultant. His experience as a foreign language teacher has driven his interest to different types of teaching methodologies and approaches.
Angela Scarino is Associate Professor in Applied Linguistics and Director of the Research Centre for Languages and Cultures, University of South Australia. Her research expertise is in languages education in linguistically and culturally diverse societies, second language learning, second language curriculum design, learning-oriented assessment, intercultural language learning and second language teacher education. She has a record of work in diverse contexts including Hong Kong, Singapore, Malaysia, France and New Zealand. She is the author of the Shape Paper for Languages in the recently developed Australian Curriculum and the related curriculum Design Paper for Languages. She is currently the Chair of the Multicultural Education Committee, an advisory committee on languages and multicultural education to the Minister for Education in South Australia.
Russell Stannard is the founder of www.teachertrainingvideos.com an award winning website that offers free help videos for teachers who want to incorporate technology into their teaching and learning. He is a NILE associate trainer and tutors on the MA programme. Russell was previously a Principal Teaching Fellow at the University of Warwick and the University of Westminster. He has received the Times Higher ‘Outstanding Initiative in Technology’, the British Council ELTons ‘Innovation Award’ and the University of Westminster ‘Excellence in Teaching’ award. He is truly an international speaker, having presented in 51 countries. He writes regular columns in the English Teaching Professional and Express Publishing blog. Russell has published widely on the topic of feedback, flipped classroom and assessment.