Anna Whitcher’s tips for the language classroom: Being a strong believer in teamwork and collaboration, Anna finds that groupwork is empowering when working with video creation in the language classroom. The other benefit is that having the students at the centre of image and video creation means that their expertise is drawn on. Learners that may not be so strong with language production have their moment to shine in other areas.
Social Justice and ELT through the Visual Arts – GISIG and Visual Arts Circle Joint PCE
Visual images can be arresting and powerful. We have all at some point in our lives been stunned by a photograph or painting that has resonated with us – the Afghani girl on the cover of National Geographic or Picasso’s Guernica. These images can provoke strong emotions, engage us critically and sometimes inspire radical action so how might we capitalise on this in our professional lives and exploit visuals effectively in our teaching and training?
Come to the GISIG PCE at Brighton, run jointly with the Visual Arts Circle this year, to discover new and innovative ways of exploring themes of social justice through the visual medium.
IATEFL Conference early bird registration ends THIS THURSDAY (11th January) at 4 pm.
More info on our PCE:
Do you want to know more about how to incorporate still and moving images into classroom materials to get students reflecting on social issues? Or capitalise on your own artistic skills to provoke discussion and debate in your classrooms?
Using Film as a Medium for Global Issues in the English Language Classroom
Our diverse and talented group of speakers will be presenting their ideas on how we can do this. Margarita Kosior, writer, teacher and storyteller will outline how film as a medium can introduce difficult topics into the classroom domain and encourage students to discuss them with confidence and ease. Gergo Fekete, dynamic teacher and GISIG Social Media Coordinator, will show us how to raise awareness of social justice issues for women from his MA thesis related to excerpts from the film ‘Girl Rising’.
Tools for Exploring the Arts, Collaborative Hands On Projects and a Drawing Class!
Emma-Louise Pratt is a practising artist and educator who will work at various times throughout the day with PCE participants to produce a collaborative artwork which will be displayed in public for the duration of the conference. Dimitris Tzouris brings his technical expertise to our PCE and explains how we can use Google Arts and Culture as a tool to explore and understand the world through art and stories. And for those of us who think we don’t possess any artistic skills Jade Blue, a teacher and teacher-trainer with a special interest in using imagery in ELT, will guide us through a session on teacher-drawing and learner-drawing tasks that seek to examine how these practical activities can be applied in our classrooms to explore global issues themes such as human rights.
Finally, rounding off the day’s events Kieran Donaghy and Anna Whitcher, founders of the Visual Arts Circle, will explore how different resources created by VAC members can be used to promote social justice through the visual arts in the English language classroom.
PCE Schedule: Download (PDF)
Film English founder Kieran Donaghy talks about selecting videos and developing lessons.
Kieran Donaghy talks about the kinds of questions we can ask learners when using a video, viral video, or visual text to get them thinking about authors and motivations among many things.
By Nora Nagy
Connecting the Visual World with Language Education
Looking back at the Image Conference I can’t help thinking that something special and important started to happen in the world of English language teaching with the first conference six years ago. Being at this event felt like attending an empowering interdisciplinary conference with the overarching principle of connecting the visual world with language education.
As a teacher-researcher, I think a lot about the possibility of change and innovation through education, always searching for practical approaches and tasks which can contribute to a better learning experience for my students. The Image Conference, both allegorically and in action, managed to create bridges among various disciplines. Let me share the five most important things that I was reminded of and learnt about in a short but intensive two days in Lisbon on 13-14 October:
- People can make magic happen. Everyone at the Conference – Kieran Donaghy, Sylvia Karastathi, Anna Witcher, the members of the Visual Arts Circle, Alberto Gaspar and the organizers from APPI, the high school students who helped at the event, the participants and the speakers – worked towards the same goal of making these two days a rich and memorable experience. No matter what background we came from or what our main role at the event was, we all had the same sense of purpose and we shared our love of the visual arts and education through them.
- The written word (and world) is just one of the many meaning-making systems that teachers operate with. In the classroom, different semiotic systems are present at the same time, and we can draw on them when designing our lessons. Using images, sound, video, songs, our own body language – all multimodal resources – are ways of creating a better learning experience. The Image Conference opens the world of English language teaching by linking different areas such as museum studies, semiotics, social studies, applied imagination, information technology, discourse analysis, literary studies, film studies, music and psychology, just to mention the most apparent ones.
- If the great goal of education is implementing positive change in the lives of our students, the Image Conference managed to show examples of achieving this by offering excellent teaching techniques and at the same time addressing the themes of empathy, equality and social justice. These three issues were discussed in most talks and workshop, and empathy was probably the greatest philosophical and psychological framework which guided our thinking and action. We often find it difficult to discuss the controversial topics our students see on various media channels on a daily basis. Through powerful images we can introduce issues like homelessness, migration, poverty or learning difficulties and disabilities. Empowering our students with the right level of language to converse about these questions in their mother tongue as well as in a second or third language can probably contribute to the discussion of these topics across cultures and nations. This is how even a small task addressing a difficult topic can help our students develop their intercultural communication competence and share their ideas in an argumentative setting.
- One image can be a powerful resource for a wide range of levels and ages. At the conference, we saw several examples of what it means to grade the task and not the text. Imagine looking at a famous painting. How many levels of meaning can you create based on a single image? You can describe it, talk about the colours, the people, the objects, the setting. Then you can create a narrative based on what you and your students can see. With more experienced viewers you can discuss the historical context, talk about geography, political issues, and abstract concepts. By asking the right questions and designing the right task for each group, a single image can turn into a powerful starting point for your various classes.
- We cannot grow without connecting with each other. From the very beginning, with Kieran Donaghy’s opening plenary through the workshops and talks to Carmen Herrero’s closing plenary, I could not remember a talk which did not refer to the work of other presenters. The two days together formed a colourful mixture with different presentations built into the same beautiful bowl of ideas. The variety of themes and presenters reminded me how individual differences can become powerful resources in collaborative projects. I would like to remind all my colleagues that we need to team up with each other more regularly. When we are looking for inspiration, it might just be enough to talk with the Arts, Math or Geography teachers in the staff room and start a project together.
Implementing Meaningful Reflection
If we would like to make the most out of our collaboration, we need to ask for and give critical reflection to each other. This is the trickiest part of most conferences and most work experiences. How can I reflect on another teacher’s, researcher’s, author’s work when I have just met them in person? The key to this question seems to lie in the intentions of the people involved, and the conference provided the perfect examples for this. Not only did the feeling of empowerment and empathy permeate the presentations, it also guided our coffee breaks and evening chats. When a speaker asked for feedback, I get the impression that the compliments lead to serious discussions which can take a good talk to its next step: the implementation and development of the ideas of the speaker and inspiring each other to do more and share more with others.
This year, I went to this event with the excitement and the enthusiasm of a first-timer, and I can tell you that I am already more intrigued about the next event than I was before Lisbon because I know exactly what to look forward to in Athens in 2018. I would like to encourage all teachers to follow the work of the speakers of this conference and the work of the Visual Arts Circle to get constant inspiration for their daily teaching adventures.
PhD student in English Applied Linguistics and TESOL, University of Pécs
Instructor at the Department of English Applied Linguistics, ELTE Budapest
Helbling Readers Blog Co-Author
Film in Action places the moving image at the centre of the 21st century language learning agenda. This ground-breaking book shows how teachers can benefit enormously from the emergence of video distribution sites and the proliferation of mobile devices. The book invites teachers to experiment with film, and provides insights into how learners can engage with film, over 100 activities for teachers to bring film into the language class and steps for teachers and learners to create their own moving images.
Fat Cat’s Busy Day is a young reader written by Maria Cleary and illustrated by Lorenzo Sabbatini.