Page 12 - Pearson English
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PEARSONEnglish
                             2018



             brings  into  the  language  classroom.   them to think of clothes in the context   Students  are  researching,  having  the
             The  skills  of  the  21st  century  some   of  society  and  consumerism;  they   language as a means and not an end.
             hand  in  hand  with  the  skills  we  are   could be more interested in types of   Obviously, the mother tongue comes
             trying to apply in the classroom.    clothing and fashion, or maybe import   up  during  the  research  and  steps
             Below  is  an  example  of  how  it  could   and  export  of  clothing,  or  even   during the project, however the final
             work  in  practice  in  a  B1  class  at  a   different kinds of fabrics according to   presentation,  which  format  is  the
             mainstream school.  The unit chosen is   the climate of the place they live in.   student’s  choice,  is  always  in  the
             a  unit  regarding  clothing  (very   The sky is the limit. The main role of   target language. While monitoring
             common in course books). If students   the  teacher  is  to  monitor  their  work   students during the project, teachers
             in  the  classroom  are  interested  in   and  help  them  with  the  vocabulary   apply  strategies  of  differentiated
             fashion  and  clothing,  a  good  driving   and language input needed during the   instruction, giving special attention  to
             question  (open  ended  question)  to   process.  Teachers  are  no  longer  the   students  who  have  difficulties  and
             start a project could be:       central part in their learning. Students   engaging students who are above the
                                             become  agents  of  the  own  learning   level. PBL not only engages students
                “Why aren’t my clothes made   according to their interests. Learning   and teachers in a different concept in
                     in my country?”         becomes  interesting,  dynamic  and   learning languages in the mainstream
                                             meaningful.                      classroom,  but  also  guides  students
             Branching  out  from  that  driving                              and helps them apply the 21st century
             question, students could come up with                            skills while working on their projects.
             other  questions  that  will  guide  their                       However,  in  order  to  apply  the
             research.  In  this  particular  case,  they   “There is a profound   concepts of PBL, it is crucial teachers
             could come up with questions such as:   disconnect between what   first understand the main concepts of
             •  Where do my clothes come from?  students are taught andtested   classroom  management  and  thorou-
             •  Who makes my clothes?           on in most high schools today   ghly  engage  in  understanding  the
             •    How  can  clothes  that  come  from   and how they are expected   concepts  of  teaching  and  learning  a
             other countries be so cheap?      tolearn, versus what the world   language. There is still much to learn
                                                     will demand of them as   regarding teaching and learning and,
             From  this  point  onwards,  students                            as  stated  above,  language  does  not
             could  be  divided  into  groups.  Each   adults and what motivates   stand  still;  it  is  dynamic,  hence
             group would set off on separate paths     them to do their best.”  teaching and learning it must follow in
             and  inquiries  according  to  their  own   Tony Wagner, The Global   the same footsteps.
             interests  within  this  topic.  Students     Achievement Gap
             could take off on a path that could lead




                     References:
             PRABHU, N, S.  The Dynamics of the Language Lesson (2012)
             Buck Institute for Education (2009). PBL Starter Kit: To-the-Point Advice, Tools and Tips for Your First Project. Introduction chapter free to download
             at: http://www.bie.org/tools/toolkit/starter
             Coyle, D., Hood, P. & D. Marsh (2010). Content and Language Integrated Learning. Cambridge: Cambridge University Press.
             ECML  (2010). The European  Framework for CLIL  Teacher Education. Graz: European Centre for Modern Languages (ECML).
             Marsh,  D.  (ed.)  (2005).  Special  Educational  Needs  in  Europe:  The Teaching  &  Learning  of  Languages.  2006.  Brussels:  European Commission.
             CLIL Teacher Training (PDF Download Available). Available from: https://www.researchgate.net/publication/301612982_CLIL_Teacher_Training
             [accessed Sep 24, 2017].
             Vygotsky, L. S. (1984) A Formação Social da Mente São Paulo: Martins Fontes.




                 Louise Emma Potter has been working in the education field for more than 25 years. She was born in England and
                 has been living in Brazil for more than 25 years. She graduated in Advertising and Marketing from E. S. P. M and has
                 since then applied her knowledge in the Education area, having as area of expertise teacher training and teacher
                 development. She worked as a coordinator for 12 years leading a team of teachers for a well-known language school
                 and now leads her own business at Teach-in Education developing the professional growth of language teachers in
                 mainstream schools (private and public) and language schools through workshops, online courses and training
                 sessions.  Presenting webinars is also a way she has found to help develop teacher’s skills. She is the co-author of the
                 Young learners series of English books at Somos Educação writing for Sistema Anglo de Ensino, she is also the
                 co-author of Paddy the Jelly and Green House series written for Yazigi Language schools and of the following books
                 edited by Disal:  Atividades de vídeos para o ensino de Inglês, Atividades com música para o Ensino de Inglês , Guia
                 para o Ensino de Língua Estrangeira e Atividades com Jogos para o Ensino de inglês.



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