Book contents
- Frontmatter
- Contents
- Thanks
- Acknowledgements
- Introduction
- I Creating a good environment for language learning
- II Being effective in the classroom
- III Teaching large classes
- IV Teaching language skills and systems
- V Teaching language without textbooks
- VI Teaching language with textbooks
- VII Helping students achieve their potential
- VIII Linking the school to the outside world
- IX Supporting yourself and others
- Glossary
- Index
29 - Bringing the outside world into the classroom
Published online by Cambridge University Press: 22 September 2021
- Frontmatter
- Contents
- Thanks
- Acknowledgements
- Introduction
- I Creating a good environment for language learning
- II Being effective in the classroom
- III Teaching large classes
- IV Teaching language skills and systems
- V Teaching language without textbooks
- VI Teaching language with textbooks
- VII Helping students achieve their potential
- VIII Linking the school to the outside world
- IX Supporting yourself and others
- Glossary
- Index
Summary
Language is not a sterile subject to be confined to the classroom. One of two things must be done: either life must be brought to the classroom or the class must be taken to life.
Peter StrevensThe short version
1 A good starting point for connecting the global to the local is to think about what people have in common.
2 Bringing global issues into the classroom can help avoid stereotyping, and gives students a fact-based view of the world.
3 Young people are often curious and confused. These feelings can be used positively for good language learning.
4 Newspapers and magazines are fantastic resources, and they can be used many different times in many different activities.
5 Even if your school lacks technology or connectivity, you can still introduce students to new ideas and concepts, adapting them for your specific context.
Introduction
1 How much do your students know about the area where they live? Think about different topics such as: its geography, economics, society and culture.
2 How much do your students know about other communities in your region, the rest of your country or the outside world?
3 How can we use students’ curiosity to develop language knowledge and skills?
Comparing life experiences
One way to connect the global to the local is to talk about things we have in common, e.g. families, festivals and food. Students can reflect on their own experiences and compare and contrast these experiences with others. Pictures (and videos) can be particularly engaging for students, and help them do this effectively.
If you have relevant contacts, you could try and establish a pen pal link with students or classes in other countries. You might be able to do this informally through social media yourself, or through a teaching association you could join (see ▸32.4). Alternatively, you could look into joining more formal schemes, such as the British Council's Connecting Classrooms programme.
You may be able to find pictures on the internet which help students. You might like to show students photos by the artist Peter Menzel, who has created several exhibitions which compare how people live around the world, for example, showing images of what different people eat, what they own, or how they celebrate festivals.
- Type
- Chapter
- Information
- Teaching in Challenging Circumstances , pp. 172 - 174Publisher: Cambridge University PressPrint publication year: 2021