Bringing Humane Perspective to University EFL Classroom
Transcript of Bringing Humane Perspective to University EFL Classroom
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BringingHumanePerspectivetoUniversityEFLClassroom
ElenaYastrebova
MGIMO,Moscow,Russia
Glasgow,April 2017
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Guinness certificate
2
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TheBeginnings:OpenSpace,Manchester,2015
Humane+EFL==EnglishforHumane
Purposes
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EnglishforHumanePurposes:TheWHY(1)
I
WE
THEY
I
WE
THEY
EGOTIST HUMANIST
WETHEY
I
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AskNotWhatYouCanGain…
WhatIwouldliketovolunteerforandwhy?ü I would like to teach Indian children English. I am learning Hindu at
university. Thus it would be a great opportunity to practice my Hindu. If I try to teach the language I will improve my own language skills. (Gleb)
ü …the best thing to volunteer for is a humanitarian mission because …one can benefit a lot as well. …will definitely be useful for your career building. ….you can establish important connections with workers of various international organizations. (Alexey)
ü If I decided to volunteer for something I would teach children from unsecured families Russian History. I would be quite successful and I’d I improve my own knowledge. (Leonid)
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…butWhatYouCanGive
WhatIwouldliketovolunteerforandwhy?
üI would volunteer for an orphanage. Raising new members of society would be a great opportunity to pay back to it. (Anna)
üI would help to educate Russian deprived children. It could be history, geography or English. It would help deprived children to go to college. (Maxim)
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EnglishforHumanePurposes:TheWHY(2)
Humanetouch→EmotionalInvolvement→
EngagementinLearning→ProgressinEFL+
DevelopingSoftSkills
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SoftSkillsintotheBargain
GOODCOMMUNICATIONSKILLS
TIMEMANAGEMENTability
PROBLEMSOLVINGSKILLS
TEAMWORK /LEADERSHIP
CREATIVITY/FLEXIBILITY /
ABILITYTOACCEPTANDLEARNFROMCRITICISM/POSITIVETHINKING
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EnglishforHumanePurposes:WhattoDo
• raisestudents’AWARENESSoftheissue
• teachtorecognizeINHUMANESITUATIONS,
• encouragestudentstolookforSOLUTIONS,
• instillthenotionthatindividual/localaction
doescontributetoGLOBALCHANGE
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EnglishforHumanePurposes:TheHow
• focusonthe‘right’textstoreadanddiscuss,
• engagestudentsinproblemsolving
[tolearntodealwithinhumanesituations],
• addahumaneaspecttoprojectwork,
• ‘warmup’theclassroomatmosphere,
• gobeyondtheclassroom
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A-A-AthroughM&AintheEFLClassroom
Coursebook
Student Teacher
Awareness
Atmosphere Attitude
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Context
Targetaudience BachelorstudentsofIRandRegionalStudies
Module EGP,ESP+EAP
Duration 2classesaweek(90mineach)
Level Fromlow- toupper-intermediate
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AWARENESS:GlobalIssues&LocalAction
It’softeneasiertobecomeoutragedbyinjusticehalfaworldawaythanbydiscriminationhalfablockfromhome(CarlRowan)
Topics: The Rich and the Poor. The North-South Divide
[ Debate: Can life improve for the world poorest?]
Human Rights. Refugee Crisis
Children of Donbass
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Dr.Lisa,headoftheCharityFund“FairAid”
brought12DonbaschildreninneedofmedicalcaretoRussia October 2016
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Projectwork:Doresearchtofindacharityyou’dliketojoinand
writealettertoofferyourhelp.
• “I know there is a serious problem with the homeless in London and I would like to do something which will help them”(Alex)
• “I’d like to work for Fair Aid and am prepared to work with Moscow homeless ”(Yasmin)
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WritealettertotheEditorinresponsetothepublication‘Anew‘companionrobot’tokeepcompanywiththelonelyelderlyinMoscow.
Yourresponsemaydiffer:üYoumaywanttopraisetheeffortsofSkolkovoscientists.
üYoumayquestioniftherobotcanreallyhelpthelonelyelderlyinMoscow.
üYoumaywanttosuggestwhatneedstobedoneforthelonelyelderly
Guess which was the most popular J
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EMPATHYthroughreading‘HumanIs’byPhilipK.Dick(AWindowontheUniverse)
Whatdoesitmeantobe‘human’?Whatmakesusdifferentfromotherlifeforms:capacityto
feelemotions,compassion,andkindnessandgrief?
Orthatwearecapableofbeingcruel,sadistic…andinhuman?
***“TheEndoftheParty”byGrahamGreene
(TheEyeofChildhood)
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ATMOSPHEREintheclassroom
1. Mutualrespect
2. Toleranceofothers
Student- Student
Teacher- Students
Students-Teacher
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Awareness+Atmosphere→ATTITUDE
HumaneApproachtoSolvingProblems:
Spontaneousvs
‘Enforced’vs
NUTUREDvia
PROJECTWORK
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ProjectWork
TheBasicRightsofaChild
1. FindoutwhattheserightsareaccordingtotheUNConventionontheRightsoftheChild.
2. Findoutthesituationwiththerightsofthechildin….(country)
3. Suggestchangestothecountry’slawtoimprovethesituation.
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YOUNGREFUGEESCRISES: RESPONSESINTHEPASTANDNOW
AnatolyShkareda,4th yearstudent
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Possiblesolutions
1. Humanitarianvisasforyoungmigrants
2. Tofurtherfosterrecognitionofacademicdiplomasprocedure
3. Tobridgethefundinggapforregionalresponseplans
4. TosupportLebanese,Jordanian,IraqiandEgyptianeconomies…..
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Wheredoesthelanguagecomein?
EVERYWHERE:
WheneveryouteachGrammar,Vocabulary,Coreskillsor
Criticalthinking
Aswellascommunicatehumaneideas,ideals&attitudes
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GRAMMAR:Whatwouldtheworldbelike…
Iwishtherewere…Modalverbs:“Shouldwe…”
Thearticle:thepoor&theneedy
VOCABULARY:
Goingbeyond‘good’,‘bad’,or‘nice’
Usingsensorywords
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Acrosstheworld,millionsofchildrendoveryhard workinverybad conditions.Theydo____workinthefields,ofteninthe____heatorin____factorieswheretheycanbeinjuredorevenkilled.Childlabourers liveina____adultworld,workin____conditions,theyareunderpaid,undernourishedandunprotected.
Listofwords:harmful,extremelyhazardous,scorching,noisy,poorlyventilated,awful,exhausting,brutal,cruel,appalling
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DoesEnglishforHumanePurposeHaveaPlaceofitsOwn?
DoesItNeedOne?
Isn’titThereforUstoReachforandTeach?
Attheendofthedayweallfacethequestion“Whathaveyoudoneforsomeonetoday?”