Since we trust that you have worked on the first part of the elwa course 'Sustainable language teaching and learning' before starting this course, we won't explain our understanding of foreign language teaching and learning again. Neither will we introduce the different tools of teacher learning again, since we have already done so quite thoroughly in the previous part. However, we will give all participants the chance to introduce themselves and to get into touch with other colleagues. Moreoever we will include an overview of both parts of the course for all of you to remember what you have read and heard about in part 1.
I personally like the idea to use a narrator of an audio book that is speaking various different roles of a story and is capable of introducing a broad range of very different characters in a way that you can nearly feel them in front of you so that pupils can see how much you can do with words and voices. I once listened to the English audio-version of Game of Thrones (which might not be the best story for a class), which was simply phenomenal in this aspect.
From my point of view the above describe non-fictional material provides a more lively and realistic approach to listen to different narrators and voices. Also it may open up a wider space for topical-related questions and discussions afterwards.
If you want to read anything on the internet and listen to it at the same time, I recommend “Read Aloud”, a plugin for Google Chrome that reads any highlighted text out loud.
Sometimes reading elewa chapters is kind of hard due to the colour scheme (I’m more used to bright text on dark backgrounds) and Read Aloud helps me to focus on what I’m reading.
I was at a state school and we had English native speakers supporting the teacher every other year, which I find helped so much in learning the language, even though I didn‘t realize it at the time. I would like to hear more about the phenomenological approach to observing different dialects. For me the awareness and real understanding of the different dialects only occurred when I was 19, after I had spent a year in the US.
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4 Comments
I personally like the idea to use a narrator of an audio book that is speaking various different roles of a story and is capable of introducing a broad range of very different characters in a way that you can nearly feel them in front of you so that pupils can see how much you can do with words and voices. I once listened to the English audio-version of Game of Thrones (which might not be the best story for a class), which was simply phenomenal in this aspect.
From my point of view the above describe non-fictional material provides a more lively and realistic approach to listen to different narrators and voices. Also it may open up a wider space for topical-related questions and discussions afterwards.
If you want to read anything on the internet and listen to it at the same time, I recommend “Read Aloud”, a plugin for Google Chrome that reads any highlighted text out loud.
Sometimes reading elewa chapters is kind of hard due to the colour scheme (I’m more used to bright text on dark backgrounds) and Read Aloud helps me to focus on what I’m reading.
I was at a state school and we had English native speakers supporting the teacher every other year, which I find helped so much in learning the language, even though I didn‘t realize it at the time. I would like to hear more about the phenomenological approach to observing different dialects. For me the awareness and real understanding of the different dialects only occurred when I was 19, after I had spent a year in the US.