Flying High Through Lord of the Flies the Importance of Lesson Closure

IATEFL Slovenia Magazine, Winter issue 2020, no. 78

Flying High Through Lord of the Flies by Helena Miklavčič

The Importance of Lesson Closure by Theresa Taylor

A Teacher Mentor Who I Have Never Met by Petra Klobasa Petrač

Fostering Critical Thinking Through IT Tools by Tajana Bundara

To stay up-to-date with what is going on, visit our website: www.iatefl.si 1 Critical thinking at a glance (6) Case Study: The context and individual Nada Đukić

When a person feels somehow misplaced and they know in their heart of hearts that there is really nothing wrong with them, maybe it is time to recall Hans Christian Andersen’s fairy tale The Ugly Duckling. Thus, the positioning of an individual depends very much upon the setting that is there either imposed upon them or in their When a person feels somehow misplaced and they know in their heart of hearts that there is really nothing wrong with them, maybe it is time to recall favour. The intricacies of the context involved start to define the Hans Christian Andersen’s fairy tale The Ugly Duckling. Thus, the positioning of an individual entity in question and the only way to be positioned anew is to depends very much upon the setting that is there either imposed upon them or in their favour. The intricacies of the context involved start enter a different context. By the same token, the context can be to define the entity in question and the only way to be positioned anew is to enter a different re-defined and re-structured by the entrance of a new entity either context. By the same token, the context can be re-defined and re-structured by the entrance of positively or negatively. a new entity either positively or negatively.

4 Flying High Through 18 IMAGLEE Fantastic Cards 33 A Teacher Mentor Lord of the Flies – your joker with numbers Who I Have Never Met Helena Miklavčič in pictures Petra Klobasa Petrač

10 The Importance 26 Is Teaching Standard English 36 10th Tuzla English Language of Lesson Closure Prizing Accuracy at Teaching Seminar, Theresa Taylor the Expense of Fluency? June 25–27, 2019 Sandra Kozorog-Košuta Jožica Nuč

14 Cultural Perspectives and Awareness 28 Fostering Critical Thinking 38 My Soul Experience in English Teaching Through IT Tools in Sremski Karlovci Marina Siskos Tajana Bundara Romi Češčut

16 The Death or 31 The Importance of Body 40 Why bother? Regeneration Language and Movement Sandra Vida of Textbooks With Young Language Eak Prasad Duwadi Learners Maja Belej 41 IATEFL Slovenia Events

2 To stay up-to-date with what is going on, visit our website: www.iatefl.si Editorial IATEFL Slovenia Magazine Vol. 16, No 78, Winter issue 2020 As the new year begins it’s natural for would have evolved to the point that people to look back on the previous having a dissenting opinion of the gov- Published by: year and do a sort of mental tally of ernment should not lead to sackings IATEFL Slovenia, what the year brought, how the world and imprisonment. p. p. 1677, 1001 Ljubljana is changing, what events were important for them, and then have a look to No, because you only need to open the Email: [email protected], the future, to see what lies in store. daily newspaper to see signs that the www.iatefl.si importance of educational systems is Many of us also take the time to muse being diminished. IATEFL Slovenia President: on what it was that first brought us into Janja Čolić education, what goals and ideals we Some might think that I’m being overly had in mind then, and perhaps reassess dramatic. Surely a less than stellar opin- IN editor: Lea Koler our visions and strategies. ion for education does not mean that scholars and teachers will become re- Public relations: Sandra Vida I believe a lot of us went into education pressed. To this I would just gently invite because we firmly believe that a solid you to look at examples from history Primary school coordinator: education helps make the world a better when education, books, and academics Metka Lovrin place for everyone. An educated popu- have first been given less respect, then lation will be stronger, less likely to be contempt. Soon after, the burnings Secondary school coordinator: left at the whims of a country’s leaders, started. We do not need to look far to Nataša Meh and better equipped for dealing with the see that we are heading the same way. hardships of life. Seminars: Maša Kolenko Still, as long as the educators remain So it was with some dismay that I read brave there is hope for the world and Printed by: Design Studio, d.o.o. in Nature magazine that attacks on hope for civilisation. Helena Miklavčič Graphic design: Petra Turk scholars and students are on the rise discusses conch-breaking and other around the world and that the trend themes in her thoughtful article on this Articles, letters and shows no signs of abating (Abbot, 2019). year’s Matura reading, The Lord of the other contributions should Flies. How fitting for our time of rising be addressed to IATEFL, It seems that the scholars and students populism to review these issues again p. p. 1677, 1001 Ljubljana of today will need more than just intellec- and again. In this issue you can also find tual bravery. Out of 324 reported attacks comfort in reading about teacher men- Email: [email protected] from August 1st 2018 to September 30th tors from other countries and how they 2019, 97 of them were killings, disap- enrich our experiences in Petra Kloba- IATEFL Slovenia Board Members: pearances, and other violence. Since sa’s article, or reinforce your good prac- Janja Čolić, President, responsible Scholars at Risk, the organisation that tice with the help of research carried out for sponsors, tenders published the results, tracks only the inci- by Theresa Taylor on the importance of Sandra Vida, Public relations dents that are reported to them by volun- lesson closure. Metka Lovrin, Primary school teers, the real numbers are not known. Nataša Meh, Secondary school The countries that the report covers I hope the varied themes of this issue Maša Kolenko, Seminars include some that are very close to us – will make your endeavours for a better Lea Koler, IN editor Serbia and Hungary among them. tomorrow easier.

Photo: www.freepik.com Cover-page, page 2, 12, 14, 16, 33, 34, 42 Surprising? Yes and no. Source: Abbot, A. (2019, November 21). Attacks on ISSN 1855-6833 scholars worldwide raise concern. Nature. Yes, because one would be forgiven for Retrieved from https://www.nature.com/ thinking that in the 21st century society articles/d41586-019-03582-5

To stay up-to-date with what is going on, visit our website: www.iatefl.si 3 The Long Read Flying High Through Lord of the Flies by Helena Miklavčič, Gimnazija Koper

William Golding’s Lord of the Flies (from now on LotF), the Robinson Crusoe of the post Second World War era, enjoys an eminent place in the Western literary canon. Two feature films have been made, as well as theatrical adaptations and even musicals. Its title has been frequently referred to in newspaper stories and headlines when there have been killings of children by other children (e. g. the Columbine High School shooting) and lately it has been alluded to by journalists when speaking about the loss of democratic principles in the political arena, la- belling Trump and Theresa May as “conch-smashers”. Surf the internet and you will find the work discussed, analysed, over-praised and over-faulted endlessly. It is one of the most internationally taught twentieth-century novels, which might be one of the reasons why it has made our Matura reading list.

It is always a daunting task to find a way to analyse, discuss and make sense of a new literary work on our Matura list. All the literary works that Slovenian teachers preparing students for the English Matura have had to deal with so far have been and expounds a particular philosophical classics (with the possible exception of The Curious Incident of the Dog in the perspective on the world. Other fitting Night-Time by Haddon). We could speak about the so-called literature with a genres are: survival story, adventure story, capital “L”. Hence, volumes of books, numerous essays and doctoral dissertations Robinsonade or castaway novel, coming- have been written about them and there will be many resources already available of-age story/Bildungsroman (with the to help you guide your students through them. Consequently, the ideas presented loss of innocence and growth experi- below are not entirely mine. They are taken or adapted from a number of sources enced particularly by its protagonist which were used as I tried to find an approach that would help my students under- Ralph, who in the closing scene in the stand this literary masterpiece. After classifying the novel in the possible genres, novel “weeps for the end of innocence, I am going to present some possible tasks and areas of study. the darkness of man’s heart and the fall through the air of the true, wise friend called Piggy” (LotF, p. 248), and dystopi- an novel. CLASSIFICATION OF THE NOVEL in the novel personifying the different aspects of the human psyche as de- Last but not least, it has been referred If we examine LotF in terms of its genre, scribed by Sigmund Freud – the id, the to as a fable with a cautionary message we can come up with a variety of labels, ego and the super-ego. Another psycho- about man’s evil nature and the need all seeming to be suitable. Firstly, and logical view could be to explain the sav- to control it with strict rules and a firm most obviously, it can be seen as an age side of the boys represented by the governing hand. Golding himself and allegorical novel – be it social, political, Beast as the Jungian Shadow Archetype some critics have preferred the term religious or psychological. The island – a tumultuous sub-world of the psyche modern literary myth, which would al- is a microcosmos that represents the where you store the most primitive part low for its complexities and ambiguities macrocosmos (the real world) including of yourself. This would fit very well with better than the usually narrower scaf- societal and governmental hierarchy, the original title of the novel “Strangers folding of a fable with its typically card- power struggles, etc. As a political alle- from Within”, which was dismissed as board characters and an explicit moral. gory, it represents the conflicts among too puzzling by the editor, but is, in my countries during WWII and in the Cold opinion, quite to the point, as it refers War years after the war. From a religious to the evil within the boys that makes ACTIVITIES perspective, the island can be understood “things break”, as Ralph would say. as the Garden of Eden, Simon being a • 11 Things You Might Not Know Christ-like creature and the evil deeds As a novel of ideas or philosophical novel, about Lord of the Flies enacted by the humans sin. From a psy- it belongs to an elite genre together with http://bit.ly/30NhhBs chological perspective, the novel repre- Animal Farm, The Handmaid’s Tale, and sents the human struggle with our inher- The Sorrows of Young Werther, to name Considering the importance of this novel, ent evil desire, with different characters just a few; a novel whose story explores it is interesting to discover how it came

4 To stay up-to-date with what is going on, visit our website: www.iatefl.si The Long Read to be written and published. The story • Quotes from the novel – teaching Any boys would mess up the island behind this wonderful story can be one the culture (colonial and post-colo- experiment, as the first quote suggests. way of whetting your students’ appetite nial literature): http://bit.ly/2GnkBty This is to be remembered when Jack for reading LotF. 11 Things You Might says that: Not Know about Lord of the Flies is an Where did Golding get the idea for this online text which presents some LotF incredible novel of ideas? You should “We’ve got to have rules and obey trivia. One of the trivia facts about this definitely have your students watch the them. After all, we’re not savages. masterpiece is that before being pub- short video in which he explains how the We’re English, and the English are lished in 1954 it had been rejected multi- seeds for this novel were sown. best at everything.” (Golding, p. 55). ple times and even at Faber and Faber, Supposedly, the process of conceiving the publishing house that eventually did the novel was sparked one evening in Ironically, the person who speaks in publish the novel, it first ended up in the 1953, while Golding was sitting by the favour of the rules and Englishness is “rejected pile” described as “absurd, unin- fireplace and he remarked to his wife: the one who is the first to break them teresting, rubbish and dull” by Polly Per- “Wouldn’t it be a nice idea to write a book and show his savage side by becoming kins, about whom very little seems to be about real boys on an island and how obsessed with hunting, painting his remembered apart from her big mistake they’d really behave, being boys and not face, establishing a tribe and using tribal (to be matched only by Dick Rowe of saints, what a mess they’d make?” Gold- chanting and dances by the fire – all of Decca, who rejected the Beatles saying ing’s novel is, in fact, a post-colonial allu- which would probably be deemed most that guitar music was on the way out, sion to Ballantyne’s The Coral Island (the “un-English”. In the closing scene of the becoming synonymous with catastroph- names of the main characters Ralph and novel, upon seeing the mess the boys ic commercial misjudgements). Other Jack are the same). Of course, The Coral have made on the island, the British interesting facts that the students will Island is idealised, showing British colo- naval officer that saves Ralph from learn include a mention of its censorship, nial superiority. The only danger that the being killed by Jack’s tribe, remarks in the controversy about the all-male novel, boys in that novel face doesn’t come a state of astonishment: the fact that Stephen King claims it is his from within, but from the local savages. favourite novel and that it has inspired The book is directly referenced in the “I should have thought that a pack songs by several musicians, including second chapter of the novel by Golding, of British boys . . . would have been The Offspring, Iron Maiden and U2. when the boys predict they are going to able to put up a better show than have a great time on the island while that . . .” (Golding, p. 248). The reader Perhaps the most significant for the waiting to be rescued, “like in books”, can sense his disbelief is based on students’ understanding of the text is mentioning a few titles including The a cultural bias promoted in colonial that one of the trivia pieces mentions the Coral Island. While Ballantyne presents a literature. His words: “Jolly good show. first draft of the novel having a different romantic vision of how the boys would Like the Coral Island” (Golding, p. 248), beginning, which was later cut. It con- behave, Golding paints a very pessimis- obviously have a sarcastic undertone. tained a description of an air battle over tic picture based on beliefs spawned by the Pacific and the release of the pas- the horrors of WWII, which Golding expe- Understanding how Golding uses the senger tube onto the island. The plane rienced first-hand as a naval officer. colonial literary tradition and twists it by crash, the war and evacuation that have Some Golding quotes that the teacher transforming the “civilised” English pub- led to it are also very well presented in can use in class to prepare the students lic schoolboys into savages is essential the initial minutes of the 1963 film adap- for the atmosphere of doom and gloom as it adds another dimension to the tation by Peter Brooke, while only hinted that pervades the novel are listed below: novel, which can thus be seen as a dark at in fragments of conversation in the satire of colonial fiction. novel. Thus, showing your students the “My thesis, I believe, would be this, background of the story presented in the that you could have taken any bunch • Questionnaires: “prologue” part of the film after they have of boys from any country and stuck http://meganpersons.weebly.com/ gathered the bits of information from the them on an island and you would lord-of-the-flies.html dialogues among the boys in the first two have ended up with mayhem.” chapters might lead to a better under- (Heneghan, p. 217) Questionnaires that address some of standing of the plot. Another trivia fact the main themes dealt with in the novel that I find important is that Simon was “Man is a fallen being. He is gripped can trigger interesting debates. One of even more evidently a Christ figure in the by original sin. His nature is sinful and my favourites is the Anticipation Guide original draft before the edits. Though his state perilous.” (Golding, p. 253) from the website suggested above. It the Christ-like characteristics remain, really gets you thinking about the most they were toned down so much that our “I must say that anyone that moved important dilemmas and issues pre- students might benefit from being through those years (WWII) without sented in the novel with statements like: nudged to explore that aspect of Simon. understanding that man produces evil as a bee produces honey, must Children are born innocent, but soci- • Golding’s introduction have been blind or wrong in the head. ety corrupts them. to Lord of the Flies – video: (Golding, p. 252) http://bit.ly/37owTxU People should not be held accounta- • Golding’s quotes as prompts for It is important to point out that Golding ble for their actions during survival discussion: http://bit.ly/38zabTW satirises the British “superiority complex”. situations.

To stay up-to-date with what is going on, visit our website: www.iatefl.si 5 The Long Read The students are asked to indicate their Matura texts are a source of inspiration to reconsider initial assumptions, ignor- (dis)agreement with five such statements for their followers and whether the feeling the ethical consequences of deci- on a scale from 1 to 10 and provide ing of safety is something they try to sions, etc. Knowing what groupthink is, arguments. instil in them. Discussion prompts creat- the students can try to spot bad deci- ed by the teacher can be later used in the sions due to groupthink and its negative In the second task they are asked to while-reading stage to make them atten- impacts in both Matura texts and, possi- choose among three statements about tive to certain issues: What are the quali- bly, in their lives. humans being inherently evil, good or ties on the basis of which Ralph is initial- neutral and the need of governments ly chosen as the leader? Why is Piggy In a similar vein, individualism and the and societies to control our instincts or not “leader material” in spite of having struggle of the individual to keep from our individual responsibility to control most of the constructive ideas? Why do being overwhelmed by the tribe, as ex- them. After opting for one of the state- boys eventually opt for Jack as their emplified by Simon and Ralph, can be ments, they have to provide a rationale. leader? The students can be asked to analysed. As Rudyard Kipling, a Nobel It will be interesting to observe how their compare the leadership styles adopted Prize winner (like Golding) said: views might differ and how they compare by Ralph and later Jack with those with Golding’s. This kind of discussion in adopted by the pigs in Animal Farm and “To be your own man is a hard busi- the pre-reading stage will make the stu- by real or fictional political leaders. ness. If you try it, you’ll be lonely often, dents more attentive to the themes and and sometimes frightened. But no issues as they emerge during the read- Groupthink vs. individualism – price is too high to pay for the privi- ing stage. cross-curricular connections lege of owning yourself.” (Orel, p. 386) (while-reading) The same website provides a PowerPoint Individualism vs collectivism I see this as another interesting research presentation about the background to Social psychology emerged following topic, which can be connected with both the novel, chapter by chapter questions WWII as the scientific study of how peo- works; the fear of being ostracised be- that can be assigned as homework or ple’s thoughts, feelings and behaviours cause of our individualism does indeed used in class in the while-reading stage, are influenced by the actual, imagined or rule our behaviour – sometimes we can station exploration assignments after implied presence of others. An example act so differently that we become un- every four chapters, which provide great that illustrates its premise is Roger recognisable just to be accepted. The extension activities and give students a throwing the stones aiming not to hit the boys’ behaviour will perhaps be judged chance to exchange ideas and enhance “Littleun” playing in the sand because less harshly once the implications of their understanding of the novel in group of the implied presence of an adult that ostracism are discussed. Naturally, the discussions, and much more. All in all, might sanction this kind of behaviour students can be encouraged to spot ex- the website offers a good framework and another the final scene in which the amples of social ostracism in their lives. for a comprehensive study of the novel. savage tribe of hunters chasing Ralph Most of the activities are sensible, use- reverts to snivelling “boys with sticks” Psychology – Freud’s personality ful and can be easily adopted and/or in front of the “deus ex machina” naval theory and the psychic apparatus adapted by the teacher. officer. Being aware of the implications Taking a psychological approach based of social psychology makes it easier to on Freud’s id-ego-superego structural • Topics for students’ presentations understand the dynamics of the relation- model of the human psyche when ex- or discussion lessons ships and the events on the island. amining the novel and looking at the (pre-reading/while-reading) characters is another interesting option. Two concepts that the students should In this case, Freud’s personality theory Leadership research and discuss are groupthink and needs to be explored by the students Since the first thing that the boys have to individualism. Groupthink is a psycholog- and presented in class in the while-read- do on the island is to choose their leader ical phenomenon that occurs in a group ing stage. It can be observed that Jack and leadership is one of the main themes of people when the desire for harmony represents the id (the most primitive in LotF (and also in Animal Farm), the or conformity in the group results in an and instinctive component of personali- topic of leadership is worth exploring irrational or dysfunctional decision-mak- ty – driven by his desires/pleasure in before or while reading the novel. How ing outcome. The greatest danger of satisfying them; Eros and Thanatos). do we choose our leaders? What are the groupthink is putting the consensus of Ralph is the ego, which finds realistic different leadership styles? Information the group above your own judgement ways to satisfy desires and controls the can be gained through web-quests and and some symptoms pointing to it are: id, ignoring satisfaction to avoid nega- in group discussions. Understanding direct pressure on anyone who express- tive consequences. He observes norms, leadership is essential knowledge for life, es doubts about the group’s shared rules, etiquette and maintains a rational, regardless of whether our students are views, mind guards (protect the group realistic, orientation towards solving bound to become leaders or followers. and the leader from the information that problems. Thus, Ralph does not suc- The above-mentioned “meganpersons” may threaten the group’s cohesiveness), cumb to the lure of hunting and having website recommends Ted Talk videos illusion of unanimity, stereotypes of the fun and remains focused on building about leaders by Simon Sinek, in which enemies (scapegoats), self-censorship shelters and rescue. Piggy represents he claims that good leaders inspire you (keeping quiet to avoid deviating from the superego, which involves values and and make you feel safe. Students can the group consensus), discounting warn- morals and controls both the id and the then explore whether the leaders in both ings and negative feedback, not wanting ego. The superego consists of the con-

6 To stay up-to-date with what is going on, visit our website: www.iatefl.si The Long Read science and the ideal. The conscience According to Hobbes, human nature is about by discussing questionnaires and can punish the ego by causing feelings self-interested. The only effective influ- exploring relevant topics, you could give of guilt. Piggy causes Ralph to have ences on our behaviour are the incentives them a list of themes to track while read- feelings of guilt when Ralph reveals his of pleasure and pain (Jack offers the ex- ing. You can find the main themes in nickname in spite of being asked not to citement of hunting and the pleasure of many online resources (Spark Notes, do so and when the boy with the mul- eating meat and threatens physical pun- E-Notes, Shmoop, etc), some of them berry mark dies. Piggy’s ideas are al- ishment, including death). Political com- being: good and evil (man’s inherent evil), ways struck down by Jack – the over- munities are based on a social contract, civilisation and savagery, innocence and powering id. by which individuals surrender their pow- corruption (loss of innocence), order and er to a sovereign authority in exchange disorder, leadership, power, wisdom, fear, Researching Freud’s personality theory for protection to prevent the state of na- individualism vs. community, dangers of and using it to understand better the ture – a war of all against all. There is the mob mentality (groupthink), war, etc. characters will enable us to introduce need for a strong central authority to Having a list of themes can make their elements of cross-curricular instruction, avoid the evil of discord and civil war. reading more focused. They can have which will not only enhance their grasp Thus, the democratic approach taken by different colours of highlighters to mark of the novel, but also make learning Ralph is doomed to fail. Hobbes’ pessi- the sections that add to the development more meaningful through integrating mistic view is evident in his belief that of a particular theme and thus keep track knowledge. “every human being is capable of killing from chapter to chapter. another, to threaten another’s life” and Philosophy: Locke/Rousseau vs. this is, in fact, what transpires on the • cards/posters Hobbes http://bit.ly/2sPd7wm boys’ island. In Hobbes’ opinion, the gov- To avoid repetitive questionnaires, stu- http://bit.ly/3aAH4RY ernment’s role is to protect us from our- dents are asked to prepare posters or selves and the state of nature, in which cards of chapter summaries following Since this is a philosophical novel, the every person has the licence to do what- strictly defined rules (using the principle philosophical foundation upon which it ever they want. of less is more). Such rules actually make rests deserves our attention. Students the task more difficult and require quite can study and discuss the conflicting If Hobbes was a supporter of philosoph- a thorough reading and careful selec- theories about: ical absolutism, Locke, the “Father of tion of the information that is to be pre- • man/child being inherently good Liberalism” believes in philosophical sented. A chapter card could include: and only corrupted by society constitutionalism. Locke questions how • CHAPTER NUMBER/TITLE (Locke/Rousseau) vs. far political authority can extend, how is • FIVE MOST IMPORTANT EVENTS • man being inherently evil, thus it justified? Locke’s philosophy is reflect- • ONE SYMBOL (the object that is the needing laws and society to control ed in the United States Declaration of most important, what happens with his evil impulses/nature (Hobbes). Independence. it and its picture/drawing) • THEMES (a maximum of three Lord of the Flies is based on the philoso- The students can research the philoso- themes that are the most obvious phy of Thomas Hobbes, an English phi- phy of Hobbes and Locke or watch the in this chapter) losopher of the 17th century who is con- video whose link is supplied above. It The cards can be set as a homework sidered to be the father of modern can serve as a listening comprehension assignment to complement the reading political philosophy, writing during a tur- task, as they can fill in the graphic or- of the assigned chapter(s). In class they bulent period of Civil War in England. His ganiser (the link is also given above). can be compared and discussed in work, Leviathan, expounds the social Discussion to establish the relevance to groups. When the cards are different, contract theory, the need for an absolute the literary work follows. the students have to re-consider their sovereign to “save us from ourselves” and choices and negotiate the best version, describes the natural state of humankind • Anticipation and/or revision – using which will eventually be presented to the (before organised societies, laws and the chapter titles entire class. Only one group presents governments) in the quote below: Since the chapters have titles (added by the card/poster (as they will most prob- Golding at the insistence of the editor), ably be quite similar) and the others In such condition, there is no place for we can use them to predict the story, listen. At the end they comment and industry; because the fruit thereof is the main dilemmas, its mood, symbols, make suggestions if their card is signifi- uncertain: and consequently no culture etc. The titles can also be used to revise cantly different. of the earth; no navigation, nor use of the the main events, symbols and turning commodities that may be imported by sea; points in the novel. • “Zooming in” no commodious building; no instruments Once the main facts about the chapter of moving, and removing, such things as • Tracking the themes are established by using posters/cards, require much force; no knowledge of the Especially for the higher-level Matura each group can work on one of the five face of the earth; no account of time; no students, it is important to understand events, which were agreed on in the ac- arts; no letters; no society; and which is not only the plot, but also the themes tivity presented above, and “zoom in” by worst of all, continual fear, and danger of that are presented. If you like to prepare finding significant quotes and the themes violent death; and the life of man, soli- your students with a thorough pre-read- that they are connected with, adding to tary, poor, nasty, brutish, and short. ing stage and they have already got a the character portrayal and tracking the (From: Oregon State University, 2002) glimpse of what the novel is going to be main characters and pointing out some

To stay up-to-date with what is going on, visit our website: www.iatefl.si 7 The Long Read literary devices used by the author. This I think that in the while-reading stage Each group should then analyse and kind of detailed analysis after “seeing the we should pay some attention to the prepare to present 5–7 examples from big picture” is aimed at preparing them to literary devices used by Golding. the list of quotes that you provided iden- write a good literary essay as it will ena- tifying the literary device that is used ble them to quote, paraphrase and pro- “Literary devices are techniques that and the effect the author achieves. They vide detailed illustrations to support the writers use to create a special and could find and analyse some more for arguments they make. pointed effect in their writing, to convey homework. If you do this with the first information, or to help readers under- chapter, you can ask them to pay atten- • Chapter questionnaires, character stand their writing on a deeper level. tion to the literary devices employed by grids, graphic organisers Golding in each chapter and to list at http://bit.ly/30ZRE0F Often, literary devices are used in least five per chapter. http://bit.ly/2RJC5Wp writing for emphasis or clarity. Au- thors will also use literary devices to • Prequels, sequels and Of course, there really are a lot of chap- get readers to connect more strongly sidequels and journals ter questionnaires available online (I have with either a story as a whole or spe- At suitable stages the students guess already mentioned the meganpersons cific characters or themes.” and write or speak about what happened website above under the heading Ques- From: Muniz, 2018 before or after an event or re-write a tionnaires), which is why I did not create certain event from a specific character’s my own, but I am definitely going to use Why should we teach our students at point of view. For example, in the first them for some chapters or recommend least some literary devices? For one, chapter, before the background events them to my students. knowing them will help them understand that have led to the boys being stranded Golding’s motivation behind the choices on the island are revealed, the students Characters can also be analysed and he made when crafting the work. Sec- can invent them. Similarly, it would be understood better by having character ondly, it will make the novel’s overall interesting to imagine the sequel after grids into which students add informa- meaning or purpose clearer to them. the rescue by the naval officer who is to tion from chapter to chapter with the take them back to a ravaged world in number of the page where they got it. Finally, literary devices are important which an atomic war is being fought. Character evolution can be presented to know because they make texts more Finally, instead of the third-person om- by finding five defining moments and interesting and more fun to read. If they niscient narrator’s voice telling us about five important quotes for each of the were to read a novel without knowing the events, we could be told about them main characters. any literary devices, the chances are from the point of view of a Littleun or that they wouldn’t be able to detect Roger, possibly in the form of a journal. You could prepare activities in which (and thus appreciate) any of the layers The extract below recounts Jack’s feel- they match objects, quotes, personality of depth and meaning interwoven into ings during the assembly in the chapter adjectives and actions with the charac- the story via different devices. (Adapted Beast from Water as described in a jour- ters and, once they are familiar with this from: Muniz, 2018) nal written by a student. If the students kind of exercise, you could ask them to are asked to provide textual evidence prepare a riddle for their classmates: Having discussed the importance of and quotes, as they were in this case, the who says/does/wears/feels something? being familiar with different literary de- task becomes not only creative but also vices with your students, you can use a seriously analytical. • Literary devices worksheet on which you present the Our task is not only to make our stu- main literary devices used in the novel Ralph called an assembly and spoke dents understand LotF, but also to make to be matched with the definitions and things that he thought were impor- them appreciative, sensitive readers, so provide quotes from the first chapter. tant. When he called the meeting, I thought he would scold me again on the fire issue, but he didn’t. The talk was long and boring. I tried to inter- rupt, but Ralph said, “I’ve got the conch” (p. 89). I feel angry when someone says they have the conch, so they could talk. One day I will break that into pieces. . . . Before deciding to leave Piggy tried to find fault in me and said, “What are we? Humans? Or animals? Or savages? What’s grown- ups going to think? Going–off–hunting pigs–letting fires out–and now!” (p. 99). I asked him to shut up but Ralph supported him by saying he has got the conch. Conch! Conch! Conch! I hate it. Ralph and Piggy think that by having rules they could control

8 To stay up-to-date with what is going on, visit our website: www.iatefl.si The Long Read everyone. But not me… (“Lord of the References files/resources/lesson-docs/30867Charac- Flies Journal Entries”, n.d.) terEvolution.pdf • Carey, J. 2009, 2010. William Golding The • Pre and post reading activity pack. (2004, Man Who Wrote The Lord of the Flies. Faber February 9). Retrieved December 13, 2019, • Using images, films, songs, poetry and Faber Limited. from https://www.teachitenglish.co.uk/ • http://bit.ly/2sSL5jD • Golding, W. 2012. Lord of the Flies Education- resources/ks4/lord-of-the-flies-by-william- • http://bit.ly/2Gjj4F5 al Edition with revised and updated study golding/prose/pre-and-post-reading-activity- • http://bit.ly/37nUYF5 notes. Faber and Faber. pack/3156. • Heneghan, L. 2018. Beasts at Bedtime Re- • Richey, T. (2013, Nov. 8). Thomas Hobbes LotF was undoubtedly the inspiration vealing the Environmental Wisdom in Chil- and John Locke: Two Philosophers Com- dren’s Literature. Chicago University Press. pared. [Video file]. Retrieved from https:// for the Iron Maiden single with the same www.youtube.com/watch?v=N2LVcu01QEU title. Listening to the song and identify- • Olsen, K. 2000. Lord of the Flies A Student Casebook to Issues, Sources and • Richey, T. (n.d.) Graphic Organizer 3.1: Com- ing the elements of the novel and its Historical Documents. Greenwood Press. paring Hobbes and Locke. [PDF file]. Re- mood captured in the lyrics and music trieved from https://www.tomrichey.net/ • Orel, H. 1983. Kipling Interviews and Recol- is a good post-reading task. Students uploads/3/2/1/0/32100773/graphic_organ- lections Volume 2. The Macmillian Press Ltd. izer_-_thomas_hobbes_vs_john_locke.pdf can write their own songs or poems as • Tiger, V. 2003. William Golding The Unmoved a condensed personal version of the • Presley, N. (2017, February 13). Dystopia, Lord Target. Marion Boyars of the Flies, and Politics. Retrieved December novel. They can also find poems written Publishers Ltd. 13, 2019, from https://www.william-golding. about LotF by other students online. By • 11 Things You Might Not Know About Lord co.uk/dystopia-flies-politics. the same token, they create or find of the Flies. (2017, August 31). Retrieved • Hickey, G. (2017, February 14). The 105 Best paintings and drawings inspired by the December 13, 2019, from http://mentalfloss. Philosophical Novels. Retrieved December com/article/62962/11-things-you-might-not- 13, 2019, from https://www.greghickey- novel (two links are supplied above) or know-about-lord-flies. study different versions of covers and writes.com/best-philosophical-novels/. • AbecedariusRex (2010, May 22) Golding’s choose their favourite one or create • Cherry, K. (2019, September 26). The Psy- Introduction to Lord of the Flies. [Video file]. chology Behind Why We Strive for Consen- their own. Two film adaptations have Retrieved from www.youtube.com/ sus. Retrieved December 13, 2019, from been made and should, of course, be watch?v=vYnfSV27vLY. https://www.verywellmind.com/what-is- used in class. I recommend watching • Lord of the Flies. (n.d.). Retrieved December groupthink-2795213. relevant carefully selected parts to 13, 2019, from http://meganpersons.weebly. • McLeod, S. (2019). Id, Ego and Superego. com/lord-of-the-flies.html. prompt discussion rather than viewing Retrieved December 13, 2019, from https:// the entire film at once. Watching the • William Golding. (2019, December 10). www.simplypsychology.org/psyche.html. Retrieved December 13, 2019, from https:// th • Williams, G. (n.d.). Thomas Hobbes: Moral Simpsons 14 episode of the ninth sea- en.wikipedia.org/wiki/William_Golding. son, Das Bus, (a parody of LotF) is also and Political Philosophy. Retrieved Decem- • Iron Maiden (2009, Feb. 28). Iron Maiden ber 13, 2019, from https://www.iep.utm.edu/ a possible extension activity as is view- - Lord Of The Flies (Official Video). [Video file]. hobmoral/. ing and discussing excerpts of the reali- Retrieved from www.youtube.com/ • Oregon State University. (2002). Thomas ty TV show Survivor, which places a watch?v=iS7qykdXX8Q. Hobbes: human condition. Retrieved Decem- group of strangers in an isolated loca- • AchiLLeS. (2016, May 28). Iron Maiden - Lord ber 13, 2019, from https://oregonstate.edu/ tion (usually an island in a tropical cli- Of The Flies (Single 1996). Retrieved Decem- instruct/phl201/modules/Philosophers/ ber 13, 2019, from https://riddleofsteel-metal- Hobbes/hobbes_human_nature.html. mate), where they must provide food, blog.blogspot.com/2016/05/iron-maiden- fire, and shelter for themselves. • Shmoop Editorial Team. (2008, November lord-of-flies-single-1996.html?m=1. 11). Lord of the Flies. Retrieved December 13, • Iron Maiden - Lord Of The Flies Lyrics. (n.d.). 2019, from https://www.shmoop.com/ Retrieved from https://www.metrolyrics. lord-of-the-flies/ CONCLUSION com/lord-of-the-flies-lyrics-iron-maiden.html. • SparkNotes Editors. (2007). SparkNote on • Lord of the Flies Journal Entries. (n.d.). Re- Lord of the Flies. Retrieved December 13, 2019, Studying and analysing LotF is a jour- trieved December 13, 2019, from https:// from http://www.sparknotes.com/lit/flies/ ney that should be enriching and enjoy- theconch.wordpress.com/category/lord-of- • Kelly, M. (n.d.) CliffsNotes on Lord of the the-flies-journal-entries/. able in spite of the novel’s grim mood. Flies. Retrieved December 13, 2019, from • Weber, S. (n.d.). Lord of The Flies. https://www.cliffsnotes.com/literature/l/ Its multi-layered meaning, artful use of Retrieved December 13, 2019, from http:// lord-of-the-flies/lord-of-the-flies-at-a- language and symbols and complex sampaints.com/2009/10/02/lord-of-the- glance?lcitation=true cultural references demand a careful flies/. preparation by the teacher. The dilem- • Blazon, C. (2014, September 27). Lord of the mas and issues presented in the novel Flies Drawings. Retrieved December 13, Pictures: are timeless and its relevance to the 2019, from http://courtneyblazon.blogspot. com/2014/09/lord-of-flies-drawings.html. • https://www.mhpbooks.com/notes-on-de- contemporary situation and the stu- sign-lord-of-the-flies-2/ http://bit.ly/2RL7JTx • Muniz, H. (2018, June 21). The 31 Literary dents’ lives needs to be established. (LotF – first edition cover, 1990 edition) Devices You Must Know. Retrieved Decem- Each educator will choose their own ber 13, 2019, from https://blog.prepscholar. • https://www.deviantart.com/kracatorr/art/ path which has to suit their personal com/list-of-literary-devices-techniques. Lord-of-the-Flies-Island-137156058 http://bit.ly/2NUAcVQ (image of the island) teaching style. It is by no means my • Hicks, S. (2014, March 20). Kipling on the intention to provide a recipe for LotF individual and the tribe. Retrieved December • http://sampaints.com/2009/10/02/lord-of- English Matura lessons. I do hope, how- 13, 2019, from https://www.stephenhicks. the-flies/ http://bit.ly/2Gjj4F5 (Beast from org/2014/03/20/kipling-on-the-individual- Air, The Shattered Conch, Painted Faces and ever, that some of the ideas presented and-the-tribe/. Long Hair) in this article will be found helpful in • ReadWriteThink. (2012). Organizer: Character • https://www.criterion.com/films/563-lord- creating that feeling of a classroom Evolution in Lord of the Flies [PDF file]. Re- of-the-flies http://bit.ly/2sRKoaf abuzz with activity that we all strive for. trieved from http://www.readwritethink.org/ (movie scenes - Peter Brooks)

To stay up-to-date with what is going on, visit our website: www.iatefl.si 9 The Importance of Lesson Closure by Theresa Taylor

Theresa is from the west coast of THE IMPORTANCE databases such as Jstor or ERIC, par- Canada. She trained at the University OF LESSON CLOSURE ticularly found in articles about lesson of British Columbia with a Bachelor’s Area of Study and Significance planning. However, actual experimenta- degree in History. Theresa knew she tion, research, and examples of imple- wanted to be a teacher from kinder- There are a variety of effective pedagog- mentation of lesson closure are not garten onward, so upon completion ical approaches which lead to academic found in abundance (Ganske, 2017, p. of her BA, she went back to university achievement (UNESCO, 2019). With all 99). From the Gestalt psychological and obtained a degree in Education. pedagogical approaches, effective les- framework, it is stated that closure is She is incredibly passionate about son planning and implementation of needed to make sense of information or teaching and learning! She is currently lesson stages are imperative for suc- incidents in the mind (Bloomquist, 2010, the Academic Coordinator at the ALC cessful teaching and learning. Whilst p. 5). Although there is agreement in the Rabat, and the National Coordinator of planning lessons, teachers must be literature that lesson closure is an im- the ETII —a non-profit teacher training aware of the basic stages, and no mat- portant aspect of each lesson, actually programme for pre-service Moroccan ter how simple or complex a plan, effec- measuring the effectiveness of closure English teachers. Theresa has had tive lessons contain an introduction or is quite challenging due to the many var- a wide range of teaching experience, hook, lesson development including iables found in each classroom ranging from teaching nursery school in Tanza- presentation and practice, and finally from the instructional ability of the nia and Uganda and teaching primary lesson closure (Ganske, 2017, p. 99). teacher to the natural cognitive ability of school in the Emirates to teaching Lesson closure is defined by Wolf and each student (Bloomquist, 2010, p.7). Academic English and thesis writing Supon (1994, p. 2) as “that time at the For this reason, questions surrounding to engineers and nurses at universities. end of a lesson when a teacher wants to closure effectiveness are ideal for To celebrate ten years of teaching, create an environment in which students small-scale action research projects, she is currently working on her Mas- can analyze what they have learned and where educators can make changes in ter’s degree in Education at Cardiff be given the opportunity to explore their their own teaching practice and observe Metropolitan/SIST University. learning in greater depth.” the results in their own classrooms.

In my role as an academic coordinator The findings of this study are significant and teacher trainer, while working with for trainers and teachers in EFL, as well pre-service and new EFL teachers in as managers and owners of schools or Morocco, I observed that lesson closure language centres. Findings are also was often weak, rushed, or omitted applicable to trainers and teachers in entirely. After feedback sessions, sug- fields of study other than EFL, as high gestions, lesson plan review, and further retention of concepts is a goal in all observations, I was pleased to see classrooms. This study adds breadth teachers implementing closure in each and depth to the existing literature sur- lesson. I stressed the importance of rounding the closure stage, exploring lesson closure, but I had not personally the idea that lesson closure positively done much research or reflection on the effects student retention of lesson con- actual impacts of lesson closure in a cepts and their perceptions of their own classroom or institution. This led me learning. Further research in the future to question what positive effects con- could look at implementing a school- sistent lesson closure would have on wide closure policy as a way to improve students’ learning. teacher effectiveness, student learning, and student (client) satisfaction. Further Literature surrounding the importance research could also include measuring of closure as a lesson stage is relatively student levels and actual achievement easy to find when searching educational on assessments in classes with and

10 To stay up-to-date with what is going on, visit our website: www.iatefl.si without closure, as this study did not They would be considered A1 level ac- approximately 30–45 seconds of hesi- focus on achievement or test scores. cording to the Common European tation or thinking time. Students were Framework of Reference for Languag- then able to recall parts of the lesson Research Questions and es. This class was a young learner class that had an impact upon them; for ex- Methodology Employed with 17 students, ages ranging from ample, one student mentioned a vocab- This research aims to answer the 12 to 15; there were 11 females and ulary game where we raced and following questions: 6 males. The class met daily for two slapped the board. Another student • Does lesson closure positively hours each day. recalled the warm-up conversation min- effect students’ retention of lesson gle. However, students did not recall concepts? Implementation of Exploration very specific information such as new • Does lesson closure positively effect and Experimentation vocabulary words. I saw similar results students’ perceptions of their learning? For each of the two groups, I would plan at the start of class on sessions three, the first four days without proper lesson four and five. Students were able to Action research is an effective method closure at the end of each session. At recall specific grammar concepts that for teachers interested in improving the start of each session, I would ques- were taught to them – for example, their pedagogical approaches (Bell, tion students about what they had modals of speculation about the past; 2010, p. 6). Implementing small changes learned the previous day or in the however, this generally came after sev- in teaching and planning methods and course thus far, and record their an- eral minutes of brainstorming. charting the outcomes can contribute swers and general response attitudes. to discovering best practices and teach- For the consequent four days of class- Class 1 Day 4 Student Reflection er mastery. For this study, I employed es, I would prepare lessons that includ- Day four marked the halfway point of the use of action research, and my ed proper lesson closure at the end of my experiment with this group of stu- methods of obtaining data were qua- each session. At the start of each ses- dents. I had students move their desks si-experimental and exploratory. The sion, I would once again question stu- into groups of 3–4 and posed the fol- data I collected was qualitative in na- dents about their learning and record lowing questions: ture, and mainly based on my own an- responses and attitudes. At day four • What have you learned so far in this ecdotal notes taken in class. I was una- and day nine, I would also have students course? ble to quantify the effects of lesson get into groups to discuss their percep- • Create sentences using examples of closure, as I did not focus on levels, tions of the course, their learning, and vocabulary words and grammatical numerical scores or assessments. their retention of the concepts taught. structures we have learned within I would monitor the groups and record your group. The setting for this research is an ex- notes about their thoughts and percep- tra-curricular English language centre tions. My closure questions involved I circulated the room, monitored the in the capital city of Rabat, Morocco. discussion and activity with variants groups, and jotted down notes about Classes are generally once weekly for of the following questions: student discussions. Students were ten weeks; however, I chose to carry out • What was the main objective able to answer both questions but re- my action research during summer of today’s class? quired some prompting as I circulated. intensive classes, where classes meet • What did you learn in class today I also noted that several students had to for ten consecutive days. Most students that you didn’t know before? page through their textbooks in order to come with a background in French and • Where do you need more practice? confirm information relating to vocabu- Arabic, and are from mixed socio-eco- lary and grammar points. Student con- nomic backgrounds and a wide range Due to the limitations of my experiment, versation was comfortable but there of age groups. In order to gain thorough it can only be referred to as quasi-exper- were periods of silence and students answers to the research questions, imental. There was no separate control told me they were “finished” with dis- I chose two different classes of differ- group, and testing conditions were rela- cussion within three to five minutes ent levels and age groups in order to tively informal. However, it remains a of starting. explore my closure research. valuable exercise in action research, as teachers striving for effectiveness must Class 1 Sessions 5 Through 8 Class 1: Intermediate 5 level, approximate- continually try new means and methods For the following 4 sessions I asked clo- ly 3.5 years of weekly formal English and explore with teaching and learning sure questions at the end of each lesson. classes. They would be considered B2 pedagogy in their classes. This was sometimes in the form of pair level according to the Common European work, individual thought with group feed- Framework of Reference for Languages. MAIN OUTCOMES back, as a mingle activity, This class was an adult class with 20 Class 1 Sessions 1 Through 4 or as a written exit ticket. On day 7 in par- students, ages ranging from 18–35; For the first four sessions, I planned my ticular, I noted that students were able to there were 14 females and 6 males. The lessons with no lesson closure, and recall lesson concepts more quickly class met daily for 3 hours each day. then recorded notes regarding student when I asked to review the responses. On the second session previous day at the start of class. Previ- Class 2: Junior 4 level, approximately when I asked students what they re- ously I had recorded about 45 seconds 1 year of weekly formal English classes. called from the class before, there was of thinking time with no closure ques-

To stay up-to-date with what is going on, visit our website: www.iatefl.si 11 tions, and with closure questions, I noted Class 2 Sessions 1 Through 4 • Think of 2 sentences using the new that students responded within 10 sec- With my second class, I repeated the tense we learned. onds of my questions. They were quick same experimentation process as I had to review the last session’s main points with the first. For the first four days, I observed my students as they discussed with me, and I found that their answers I prepared lessons with no proper their answers with their partners, and I extended beyond the memorable games closure at the end. When I asked students found that as soon as they went to an- and activities we did. In some instances, the following day to recall what we had swer the second and third questions, the students even recalled specific vocabu- done last day, I noted that they were majority of students had to flip through lary words such as “apprehended” and slightly faster than my adult group. While their notebooks or go to their textbooks “sought” and used them in sentences. I had noted 30–45 seconds of hesitation for ideas and support. Four pairs of stu- At the start of day 8, I saw similar results, with no closure with the adults, with the dents asked for my assistance and were with quick, accurate responses. Stu- young learners I noted only about 10–20 unsure if they had the correct under- dents were confident in recalling what seconds of hesitation. However, as with standing of vocabulary words and the they had learned thus far. the adult group, with no closure, this grammatical structure. I followed up with class tended to remember games and whole group response about the difficul- Class 1 Day 9 Student Reflection activities more quickly and easily than ty of the task. Several students explained As day nine marked the end of the four actual lesson content. For example, on that they felt they still needed more review days in which I had implemented lesson day three, the first item recalled when and to “revise” more before they would closure, it was the end of the experi- asked to review the day before was a fill feel that they were “good at Junior 4”. ment. I once again wrote the same in the gap sing-along song, and the last questions from day four on the board, thing they recalled was the grammar Class 2 Sessions 5 Through 8 and had my students get into groups of point, present progressive. Following the lessons without closure, 3–4 in order to discuss. I moved around I carefully planned sessions five to eight the room listening to my students’ re- Class 2 Day 4 Student Reflection to include lesson closure. I varied my sponses. The necessity to prompt stu- Again, at the mid-way point I wanted to strategy each time, but used one or all dents was less; I only had one group get some feedback about my students’ of the same three closure questions at that needed some guidance and a push perceptions of their own learning and the end of each session: to get started. The other groups were progress. Instead of larger groups as • What was the main objective of able to get into discussion immediately, with my adults, I had students work in today’s class? and they recalled what they had learned pairs to discuss several questions I • What did you learn in class today without consulting their textbooks. I wrote on the board. I modified them that you didn’t know before? noted an increased level of confidence slightly to be level appropriate. • Where do you need more practice? in several students, particularly a group • What have you learned in Junior 4? of four young adult males, who had • Think of 2 sentences using new If we were short on time, my closure previously been unsure of what to say. vocabulary words. activity was as simple as asking a

12 To stay up-to-date with what is going on, visit our website: www.iatefl.si variant of question 2: “Tell me two new memory, and therefore feel more confi- Bibliography things you learned today before you dent in their learning and knowledge • Bell, J. and Waters, S. (2018). Doing your leave the room”. If we had several min- (Ganske, 2017, p. 99). In both groups, research project. London: McGraw-Hill utes left, I would expand the activity and I took note of a diminishing number of Education. have students brainstorm all stages of students needing to look back at their • Bloomquist, T. (2010). EFFECTIVENESS the lesson, and then discuss the three notes or open their textbooks, or ask OF CLOSURE IN LESSON DESIGN: A questions above in pairs, groups, or a me for support when asked simple re- QUASI-EXPERIMENTAL INVESTIGA- TION. ProQuest Academic. mingle. flection questions about vocabulary, grammar, or their learning, which indi- • Bolat, Y. and Baş, M. (2018). The Percep- tion of the Educational Philosophy in the As these students were already quite cates both retention of concepts, and Industrial Age 4.0 and the Educational quick to respond to my morning review increased self-confidence. Closure cre- Philosophy Productivity of Teacher questions about the previous lesson, ates more confident students who trust Candidates. World Journal of Education, 8(3), p.149. I did not notice much difference in their own memory and learning, without response time. However, depth of dis- the need for confirmation from outside • Ganske, K. (2017). Lesson Closure: An Important Piece of the Student Learning cussion increased, and students moved sources. Puzzle. The Reading Teacher, 71(1), from recalling activities and games to pp.95-100. actual lesson content, grammar form, One of the most significant findings of • Kaygin, H., Yilmaz, E. and Semerci, Ç. specific anecdotes we had shared and this action research was that in classes (2017). The Relation between Lifelong content from reading texts. of both young learners and adult stu- Learning Tendency and Educational Philosophies. Universal Journal of Edu- dents without lesson closure, only high- cational Research, 5(12A), pp.121-125. Class 2 Day 9 Student Reflection ly emotional aspects of the previous • Kaya, C. and Kaya, S. (2017). Prospective To get a final sense of the effects of class were quickly and easily recalled, Teachers’ Educational Beliefs and Their lesson closure with my group of young such as fun activities and games. How- Views about the Principles of Critical Pedagogy. Journal of Education and learners, I put them into pairs again and ever, actual content including specific Learning, 6(4), p.181. had them discuss the same questions vocabulary and grammatical concepts • Mansouri, Z. and Moumine, M. (2017). from day four. I had two groups of stu- were quickly and easily recalled follow- Primary and Secondary Education in dents that needed prompting, down ing lessons with proper lesson closure. Morocco: From Access to School into from four. On day four, I found the ma- This finding has significance for all Generalization to Dropout. International Journal of Evaluation and Research in jority of students looked through their teachers, because although there is a Education (IJERE), 6(1), p.9. notebooks or textbooks for support, push to design fun and creative activi- • Martin, M. and Norwich, B. (1991). The and on day nine, I only recorded three ties, and teach a large load of content, Integration of Research Findings on pairs of students doing so. I was pleas- sticking to traditional lesson plan com- Classroom Management into a Pro- antly surprised when we came back as ponents and stages still has great im- gramme for Use in Teacher Educa- tion. British Educational Research Jour- a whole group for feedback, and I once portance in the overall effectiveness of nal, 17(4), pp.333-351. again asked students about the difficul- teaching and learning. A well-planned • Seilstad, B. (2014). Designing, Imple- ty of the task, and was told that they felt teacher who ensures they set aside five menting, and Evaluating a Depart- more capable and confident, and that or ten minutes for lesson closure will ment-Wide Service-Learning Program now they were “good at Junior 4”. I was see improved results in their students’ for English Language Learners in Moroc- co. Journal of Higher Education Outreach left with the feeling that proper closure learning. and Engagement, 18(1). solidified concepts in their minds and • International Institute for Educational gave them tangible examples of their Although my research questions fo- Planning. (2018, Mar. 28). Effective and own learning. cused on the effects of lesson closure Appropriate Pedagogy. Retrieved from: on my students, I also felt effects on my https://learningportal.iiep.unesco.org/ en/issue-briefs/improve-learning/teach- own practice as a teacher, as action ers-and-pedagogy/effective-and-appro- REFLECTIVE ANALYSIS research in the classroom often lends priate-pedagogy itself to personal reflection. In the les- • Williams, M. (2017). John Dewey in the The results of using closure questions sons where I had prepared proper les- 21st Century. Journal of Inquiry and were improved retention of lesson con- son closure, I was left with the feeling Action in Education, 9(1). cepts, and overall higher learner confi- that I had given every student as many • Wolf, P. and Supon, V. (1994). Winning dence. Omitting the closure stage of a opportunities to grasp the lesson con- Through Student Participation in Lesson Closure. United States Department of lesson happens frequently, as teachers cepts as was possible. Being highly Education. often over-plan and run out of time aware of properly planned lessons and • Žogla, I. (2018). Science of Pedagogy: (Wolf and Supon, 1994, p. 1). However, lesson stages made me a more effec- Theory of Educational Discipline and this study shows that closure is a les- tive teacher. From a managerial per- Practice. Journal of Teacher Education son stage that should not be omitted, spective, focusing on lesson closure as for Sustainability, 20(2), pp.31-43. and instead should be given careful a school-wide policy or professional thought and consideration. Closure development programme would have allows students the chance to put all of many benefits for both quality of in- the pieces of a lesson together to create struction and overall student results a whole, to solidify concepts into their and satisfaction.

To stay up-to-date with what is going on, visit our website: www.iatefl.si 13 Cultural Perspectives and Awareness in English Teaching by Marina Siskos

The rationale supporting the afore-mentioned claim professes that, - attempting to silence L1 is rather unrealistic and virtually, - unnecessary. If conscious L2 input and Second Language Teaching is appropriate, natural and systematic, L1 workings can pose no threat to L2 development.

It is doubtful whether L2 learners can indeed silence their L1, an entity that is intrinsically inbred in their consciousness.

One feasible desire and TEFL curriculum goal could be the complete, conscious and solid development of the target language (L2), to the extent that Teachers in the 21st century are starting using a native rather than a foreign lan- L2 learners’ native language does not to accept that Second Language guage” (see e.g. Pavlenko, 2005; De- interfere and therefore be considered (thereupon referred to as L2) input, waele, 2010). a potential obstacle. during Second Language Teaching The more fervent an emotional situation (SLT), cannot eliminate the underlying might be, the more inclined we are to What Constitutes Cultural Awareness workings of L2 learners’ native employ our native language. “Intuitively, it Cultural awareness is strongly linked to language (L1). makes sense that a language learned in the notion that, on the part of the teach- childhood will carry strong emotional er, there is an all-pervading and clear resonances. The family context of learn- understanding-which moulds conse- ing means that everyday language car- quent behaviour, the teaching method- ries the full range of human emotions. […] ology and selected materials. It is an irrefutable fact that- no force or Early language develops at the same time action seems capable of influencing as emotional regulation systems (Bloom A teacher’s solemn understanding refers this procedure and, on top of that, the and Beckwith, 1989). It is thus plausible to L2 learners’ processing, potential L1 more stressed, tired or dismayed a that utterances that are learned early interference, awareness of their L2 class- learner might feel, the more likely it is become tightly connected with the brain’s es’ shared values, accepted beliefs, eth- that they revert to their native language. emotional system. However, a second ics, learning expectations and back- language can also come to feel emotion- ground education, as well as preferred The same refuge in one’s first language al if it is used frequently and learned via communication patterns and codes. might occur when a person feels overly immersion rather than in the classroom happy and excited. (Dewaele, 2010; Degner et al., 2011). The values and factors put forward beforehand in a culturally aware L2 teach- As we read intriguingly in Caldwell-Har- Frankly though, L1 suppression should ing and learning setting are not merely to ris (2014), “bilingual speakers frequently not constitute an aim at any stage of be recognised; rather, it is best to actively report that swearing, praying, lying, and the TEFL (Teaching of English as a For- consider these during all stages of L2 saying I love you feel different when eign Language). input, decision-making and teaching.

14 To stay up-to-date with what is going on, visit our website: www.iatefl.si sideration the massive population imaginative in using pedagogy that Cultural and inbred emotional aware- movement towards western and east- helps diverse learners in the learning ness sometimes can sometimes filter ern European countries. process with 21 st century skills. aspects of L2 teaching and learning. The nurturing of a common purpose It feels opportune to shift our attention Why is Cultural Awareness Valued? consequently fosters L2 learners’ com- to the intended meaning of the term mitment to learning, enhances coopera- “imagination” in pedagogy. Imagination First and foremost, because cultural tion, strengthens cognitive processes refers to the attribute that enables peo- insight and understanding is interwoven such as those that are integrative to L2 ple to experience and share situations into the spirit of Second and Foreign development, with memorization lead- and instances that customarily belong Language Teaching and communication. ing to optimal results, both linguistically beyond the sphere of their familiar reali- and cognitively. ty. Through the lens of a well-exercised Human communication transcends imagination, one can realize other peo- linguistic codes and it is proven that this How Can Cultural Awareness Take Root? ples’ perspectives and attitudes. notion incorporates elements of accept- ance, inclusion, and overlying human Cultural awareness might encompass Hopefully, everyone is endowed with the principles. and entail more than just an acknowl- ability to imagine in the sense employed edgement of learners’ cultural, religious here. Both parts of SLT, the native-source and pedagogical values and attitudes. language entity and the foreign-target Incorporating cultural awareness can language entity, are bound to have some As maintained by Grageda and Silor occur naturally in settings of closely of their inherent values and world un- (2017), similar worldviews and shared life expe- derstanding shaken at some points in riences. The heart of the matter is that the SLT procedure. Teachers as facilitators of learning the above pedagogical setting does not must possess knowledge of cultural narrate the norm, as our life circum- Cultural understanding smoothly paves sensitivity. Thus, the pedagogy of stances permit frequent and rapid the way to formulating realistic expecta- teaching contains the integration of movement across the map. Long- dis- tions with regard to language referents cultural dimensions in order to have tance learning can effortlessly support and their conceptualisation by the L2 a culturally responsive pedagogy. the above conclusion. It is worth men- learners. tioning and retaining though, that cultur- Cultural awareness and inclusiveness al awareness and the demand for this L2 instructors that teach being cultural- constitute one cornerstone in attaining does not apply exclusively in situations ly aware are confident, or at least, better long-lasting linguistic, pedagogical and that permeate borders, as it can define prepared, for the involuntary allusions cognitive outcomes. inter-state situations. Rural societies that L2 input might trigger, about the and sociolects (non-prevalent dialects) evoking of certain reactions and the Still, in the 21 st century education, within the borders of Greece can simu- encountering of obstacles – in the cas- homogeneity tends towards obsoles- late an instance of lack of a shared es where L1 lacks word equivalents, for cence, as a natural consequence of the background among Greeks. instance, or where L2 grammatical constitution of a changing society and structures cover semantic meanings or, its dynamics. in the case of L2 vocabulary input, source language (L1) priming that does According to Sitwatu (2007) as cited References not correspond to the target language by Majors (2010), • Silor, A., Silor F., F., Grageda, c. (2019). (L2). In terms of all those aspects, the Cultural Knowledge Pedagogy for Higher teacher is expected to be welcome and Culturally responsive pedagogy (CRP) Education. https://www.researchgate. accepting towards those-as the devel- is an approach to teaching and learning net/publication/331246042_Cultural_ Knowledge_Pedagogy_for_Higher_Edu- opmental stages of the L2 procedure that (1) uses students’ cultural knowl- cation (last accessed 10-11-2019). that they are. edge and experiences (2) incorporates • Caldwell-Harris., C. (2014). Emotionality a culturally compatible classroom envi- differences between a native and foreign “Psychologically, understanding differ- ronment (3) provides students with op- language: theoretical implications. ent beliefs, levels of cognition, emotions portunities to demonstrate learning, https://www.ncbi.nlm.nih.gov/pmc/ articles/PMC4172089/ (last accessed and characteristics of people with dif- using a variety of assessment tech- 10-11-2019). ferent cultures is needed in the teaching niques and (4) provides students with profession” (Grageda & Silor, 2017). the knowledge and skills needed to function in mainstream culture while Culturally-aware L2 teaching can nour- maintaining their cultural identity and ish a common sense of purpose and it native language. These mean that know- can strengthen the feeling of belonging ing the concepts of different cultures is within L2 learners who might come an important aspect in the learning out- from divergent ethnic, religious and comes of diverse learners. Thus, teach- linguistic backgrounds-taking into con- ers […] must be creative, innovative and

To stay up-to-date with what is going on, visit our website: www.iatefl.si 15 The Death or Regeneration of Textbooks by Eak Prasad Duwadi, PhD, [email protected]

Eak Prasad Duwadi, PhD is an Assistant No textbook can cater to the needs of Turner, a head teacher opines, “As a Professor teaching Professional Com- all students in a class. It is necessary, teacher who loves books anyway, it munication at Kathmandu University therefore, for teachers to adapt text- would seem to me to be disastrous Nepal. A vibrant Life Member of NELTA, books and complement them with other to get rid of books altogether” (Turner, he has been volunteering since 2005. resources to match the needs and inter- 2015). There are many places where He is the Managing Editor of the Jour- ests of students. Instructional materials frequent power cuts are normal, and nal of NELTA besides authoring books, can be developed from textbook con- internet service is still dearer. It is im- chapters, and several research papers tent and from elsewhere to meet their possible to depend on technology. In on peer-reviewed journals from the needs (CDC 2002). that situation, choosing the middle path USA, Australia, UK, Nepal and India. is apposite because technology should Regarding the politics of content, in be used, but no one means of learning relatively open political systems text- should be exclusive. book content often represents delicate compromises among groups with dif- When young children spend too much Are textbooks being phased out with ferent ideological positions, different time in front of a screen, it will seem e-books? religious beliefs and practices, or differ- irresponsible to make them spend most ent ethnic and tribal backgrounds (Far- of their day there. This will be the added This is the question that I have been rell, & Heyneman, 1989). Even the own- problem of how to get the children up pondering for the last few years. Be it ers of modern technology are prone to and active. So Turner adds, “I like my by teachers or students, textbooks are this kind of bias. books. Maybe there could be a way to being used less and less nowadays in higher education institutes. Whoever you are, technology is clearly reshaping traditional teaching materials, but what the new technology will take away from the learning experience is yet unan- swered (Emmerson, 2015).

I have a passion for teaching and learning. I often try to embrace technology in order to strengthen old pedagogy (Du- wadi, 2012). Recently, I set up a new Facebook group for my undergraduate level students. Though most of our teaching and learning depends mainly on textbooks, like senior students they often do not bring their textbooks, nor do they collect the handouts from the nearby photocopy shop. However, they possess a smartphone loaded with many applications. Therefore, I have uploaded resources necessary for them like the syllabus, e-books, useful links, and instructions.

16 To stay up-to-date with what is going on, visit our website: www.iatefl.si use books at school, but have the same have published a book criticising tradi- carry one laptop or iPhone rather than book online for home activities thus tional textbooks and teaching materials, heaps of books. Most e-books are less saving the carrying to and fro”. claiming that they are inflexible and not expensive and portable. However, amendable to individualisation. But e-textbooks may occupy a lot of memo- Similarly, a critique of the computer’s use that’s precisely what worries some ry storage on a tablet or laptop which in education Alfonsi (2015) claims, “Once educators the most: What was once are also very expensive for the poor. introduced into the curriculum, students a teaching model is transforming into Moreover, many parts of the world still do not interact anymore!” Also, their a learning model (Angus, p. 2). Manish lack adequate infrastructures for adopt- need for immediate gratification was Shrestha, another expert, concludes, ing ICT in the classroom. served by the machine. However, people “Technology is a vehicle; it’s not an end.” having access to technology do access Hence, I cannot exclude one for the In my opinion, until now the reader-friend- so much more information than others. sake of other either, since I also believe ly aspects of printed books have not that print and electronic formats will been transformed to e-books. This is the A Secondary English Language teacher probably survive in tandem with each reason why printed books give some- teaching at a school that has replaced other rather than electronic dramatically thing extra to the students. For example, textbooks with technology reveals that displacing print. And I am not going to only some e-textbooks allow you to take textbooks are missed by both her and phase out the textbooks in spite of ex- notes. Highlighting and taking notes many of her students. So she instructs ploiting the available online resources. during class may help you study effi- her students, “Close your laptops and ciently, something that is more easily shut down your electronic devices” just The aforementioned discussions about done with textbooks. Therefore, I have to get their attention in order to teach death or regeneration of textbooks ex- seen the coexistence of both textbooks a lesson, though many teachers like the tract few findings: e-books allow you to and e-books at least for a decade or so. result of not having to transport books

(Norman, 2015).

References Gita Sharma, a researcher currently doing an MA in Teaching English for • Alfonsi, R. (ReneeAlfonsi]. [2015, March 15). The Death of Textbooks? Retrieved from Academic Purposes by distance learn- https://www.linkedin.com/groups/Death-Textbooks-Angus, C. H. (2004). Is textbook obsolete in new education? ing wonders if it is more useful to think A critical analysis on the value of textbook in an inquiry curriculum, with special reference in pragmatic rather than nostalgic to the new Primary General Studies Curriculum in Hong Kong. terms regarding books (Smart, 2015). Online Submission. The fact of the matter is that dualism • CDC (Curriculum Development Council) (2002). The general studies for primary school has enveloped modern academia. curriculum guide. Hong Kong SAR Government Courtland L. Bovee, a print publisher, • Duwadi, E. P. (2012). Applications of Smartphone in EFL Class, ELTI Journal. does not predict the imminent demise • Emmerson, P. [PaulEmmerson]. [2015, March 15]. The Death of Textbooks? Retrieved from of the printed textbook anytime soon, https://www.linkedin.com/groups/Death-Textbooks-150542.S5981744454686515202?view= though does want to keep an eye on &item=5981744454686515202&type=member&gid=150542&trk=eml-b2_anet_digest-hero-1-hero-disc-disc-0&midToken=AQEH2wMAQDeZ6A&fromEmail=fromEmail&ut=1vfasF7h- the changing horizon. KVRCE1 • Farrell, J. P., & Heyneman, S. P. (1989). Textbooks in the Developing World: Economic Karna Khanal, a researcher emphasises, and Educational Choices. EDI Seminar Series. Publications Sales Unit, The World “I would prefer to read from print from • Bank, 1818 H Street NW, Washington, DC 20433. the concentration, assimilation and retention point of view, plus the ability to • Norman, L. [LutherNorman]. [2015, March 15]. The Death of Textbooks? Retrieved from https://www.linkedin.com/groups/ see the page holistically and navigate Death-Textbooks-150542.S.5981744454686515202?view=&item=5981744454686515202&- and annotate in the way I would wish. type=member&gid=150542&trk=eml-b2_anet_digest-hero-1-hero-disc-disc-0&midTo- However, I would (and do) use both ken=AQEH2wMAQDeZ6A&fromEmail=fromEmail&ut=1vfasF7hKVRCE1 formats, on the principle of choosing the • Ross, T. F. (2015, March 6). The death of textbooks. Retrieved March 16, 2015, from http://www.theatlantic.com/education/archive/2015/03/the-death-of-textbooks/387055/ best option for a particular job (2017).” • Turner, V. [ValerieTurner]. [2015, March 15]. The Death of Textbooks? Retrieved from https://www.linkedin.com/groups/ Ross (2015) writes, “As I was travelling Death-Textbooks-150542.S.5981744454686515202?view=&item=5981744454686515202&- to a conference at Reading University on type=member&gid=150542&trk=eml-b2_anet_digest-hero-1-hero-disc-disc-0&midTo- Friday, a couple sitting opposite me on ken=AQEH2wMAQDeZ6A&fromEmail=fromEmail&ut=1vfasF7hKVRCE1 the train, that I’d guess were in their 70’s • Smart, J. [JonathanSmart]. [2015, March 15]. The Death of Textbooks? Retrieved from were both reading. One was grasping her https://www.linkedin.com/groups/ Death-Textbooks-150542.S.5981744454686515202?view=&item=5981744454686515202&- Kindle – the other his book - it immedi- type=member&gid=150542&trk=eml-b2_anet_digest-hero-1-hero-disc-disc-0&midTo- ately struck me as an interesting juxtapo- ken=AQEH2wMAQDeZ6A&fromEmail=fromEmail&ut=1vfasF7hKVRCE1 sition of the new and traditional formats”.

In addressing the big question of adopt- ing the textbook or not, Davis and Meyer

To stay up-to-date with what is going on, visit our website: www.iatefl.si 17 Sponsored article Editor’s note: IMAGLEE IMAGLEE will be exhibiting at our annual conference which takes place 12th – 15th March Fantastic Cards in Terme Vivat. The exhibitor is making these samples available to our readers together – your joker with some tips on how to use them. You will be able to purchase their products at their with numbers table for the duration of the conference. in pictures

IMAGLEE cards are an excellent tool We love to make the class engaging for our which can be used not only as an addi- students. However, before entering the class, tional aid in any type of session but we can only guess what mood they are in. To be which can at the same time be the main equipped for any situation, we would need to pull focus of the session. Their aim is to a cart full of teaching tools. This doesn’t sound develop concentration, short-term as very attractive. Is there a solution? well as working memory - they can be used not only in English lessons, but Let’s close our eyes and imagine … an ideal ‘teacher’s Swiss knife’, which also in mathematics, as a support for would first and foremost be usable for students of all levels. Second, it storytelling in native language lessons, would allow students to practise a wide array of subject matter (vocabulary, and many others. Personally, I enjoy storytelling, grammar etc.). Third, it would allow for activities in various seeing the kids’ eagerness to try settings. One day students may need to be energised with a team physical IMAGLEE CARDS on their own - they activity, another time they may need to calm down, focus, and work on create their own scripts and rules. their own. Another great benefit of these cards is learning about the students’ per- As a university teacher in Prague who likes to spice up economics classes sonalities, and how they approach I lacked such a tool. Together with a great artist, Jana Zimová, we put together teamwork, for example; who seems to multifunctional playing cards with numbers seamlessly hidden into be the leader, who is rather an intro- pictures. We named them IMAGLEE [imagli:] for two reasons: they are vert, and so on. However, so far I have image glyphs and they spark imagination and joy (glee). Since autumn 2015, never met anyone that could not find Imaglee cards have not stopped surprising us and everyone else who uses any kind of interest in the cards. them how widely they can be used. My students all love them. :) With some experience using Imaglee, I would like to share with you, dear Ilona Šostroneková Slovenian colleagues, a few activities which have turned out to work very (Freelance English Teacher, well in English language teaching. I love learning languages. I have spent Slovak Chamber of English Teachers more than thirty years learning English and a dozen other languages, – Membership Secretary) although half of these were at beginner level only.

The first game, Pantomime, helps students build up self-confidence. It helps them feel they can communicate in the language from the first minute with the help of their hands and feet. This game can also help students to realise that certain things are not so easy to communicate without words, and so it can nudge them to learn terminology. The second game, Word-based ping-pong, motivates students to learn vocabulary at all levels of proficiency. Storyfighters cultivates the code we have been using since time immemorial. Innovators activates the right brain hemisphere and motivates us, language learners, to improve our ability to make our (brilliant) ideas understood by others. Pantomime Word-based ping-pong

IMAGLEE One player (the mime) acts, the others guess From the full deck, pick 10 cards representing each (several guessing attempts made one after of the numbers 0 to 9. Shuffle the 10 cards and another are allowed). From the full deck, the mime place them on the table (with the pictures face randomly picks five cards in such a way that other down). Put the remaining cards aside. A randomly Fantastic Cards players do not see them and places them on the chosen player draws the top card from the deck. table (with the pictures face down). He puts the Starting with this player, the players take turns remaining cards aside. The mime draws cards from in naming what is seen (= what is depicted) in the – your joker the deck, one by one, and acts out the central card (colours, pictures and picture components). picture. The first player to guess correctly gets the No words can be repeated. The player who says card. If more players say the right answer at the the last word, gets the card. They turn a new card same time, each of them gets a card (one receives face up and the competition with the aimgoal to with numbers the card being acted out and the others get cards of getting this card starts. The player who gains from the mime’s deck). The player who gains the the highest number of cards is the winner. in pictures highest number of cards is the winner. Storyfighters Innovators

Create the winning story! Each player draws five Prepare a number of cards for the game so that cards from the deck and tells a story using these everyone has the same number of turns (with one cards. The choice of the order of the cards is up full deck of 50 cards and three/four/six players, to the players themselves. They are allowed to the highest number (of cards) divisible by four is use any pictures, colours, and/or numbers in each 48; with two or five players, we play with the full of the cards. The winner is chosen by the jury deck of 50 cards) and shuffle the deck. The players (by people from the audience or by all the players). take turns in the role of the active player. The first Hint: Are you not that much into competing? player draws two cards from the deck, describes You may choose to develop one long story together. which problem may arise between the central You may also try rhyming if you like. One more pictures, and tries to come up with at least five hint: the whole story has to be told in the past different ways on how to solve the problem. If simple with the following rule: after each verb they succeed, they get both cards as a reward. in the regular form a verb in the verb irregular Otherwise, they put them aside. The next player form has to follow, and the other way round. follows. The game is over as soon as there are no For example, ‘went’ can be followed by ‘started’, more cards left in the deck. The player who gains but not ‘made’. In the same fashion, another rule the highest number of cards becomes the Innova- could be that any single e (“e”) has to be followed tor of the Year. by double e (“ee”) and the other way round. For example, ‘went’ can be followed by ‘bee’, but not ‘forest’.

To stay up-to-date with what is going on, visit our website: www.iatefl.si 19 How to adjust the games to the mood of students? You can hide the cards in What do users appreciate about Imaglee cards? the room, you can allow students to choose the cards they will play with, • Although they take up little space, an incredible number you can incorporate running into the of games can be played with them: not only classic games process of getting the cards. Or you like Quartet and Memory game, but also dozens of original can place the cards below an object, Imaglee games, which you can complement with your own (eg a card box) and make students rules. use their fingers to pull out the cards. The games can be played in pairs, • They can be used to practise the subject matter flexibly, small groups or with the whole class. to spice up teaching, and to take a break from textbooks. An individual (solitaire) version is an option, too. • They can be used not only in the teaching of English, but also in other subjects (mathematics, literature, science For additional inspiration (in Czech and social sciences) so they are particularly suitable for and in English), check www.imaglee. CLIL classes. com. With Imaglee, imagination has • Movement, dexterity and creativity can be incorporated no borders! into learning with Imaglee.

• When playing with Imaglee, players laugh and are engaged as well as learn.

Did you know that …? • The level of difficulty can be adjusted to the players.

Imaglee cards were invented • In a heterogeneous class, everyone can play and win. and are produced in the Prague The whole class can play together, and no one is the area. They are used in more than one who is lagging behind. 500 schools and hundreds • Cards guide students to be responsible for their own rules. of families, even in Australia. There are four different boxes. • Games can be played not only in a competitive setting, Each box contains 50 cards but also for the enjoyment of playing together. in four basic colours and one additional colour. There are • Cards can be used at school, in after-school clubs, ten cards from 0 to 9 from at home, just about anywhere. each suit. th

International27 IATEFL Slovenia Conference 2020 12th - 15th March 2020 Terme Vivat

Teaching... it's a kind of magic! Is Teaching Standard English Prizing Accuracy at the Expense of Fluency? by Sandra Kozorog-Košuta

English, like any other language, is and divides, helping us not just to under- Which one is closer to your concept constantly changing. In these globaliz- stand each other better but to foster of what the English language is like? ing times, however, it is changing even mutual respect. It’s the language that Do you find it like a planet or more like faster and in a greater number of helps the world talk, laugh and commu- a galaxy? Do you think languages are contexts than ever before. Non-native nicate together.” (https://www.youtube. discrete, describable systems that exist users, including learners and teachers, com/watch?v=6gxaN-hagTY) outside the heads of individual users are the greatest agents of this revolu- (a monolithic view), or do you find them tion, for they are bringing to English the The British Council is about to launch more like partially overlapping systems rich influences of their own languages a new online course in an attempt to of dynamic linguistic resources that and cultural contexts. More importantly, expand the long fixed boundaries of exist in the heads of individual users we are recrafting English to serve us the traditional teaching (and usage) of (a pluralistic view)? as a lingua franca, that is, as a third or Standard English. Changing the concept bridge language between individuals of traditional English language teaching Do you believe that the use of English who do not speak the same first or is currently an urgent issue for the as a lingua franca between non-native native language. teachers of English worldwide. speakers will diminish the expressive capacity of the language? Do you think The idea that English belongs to native Now have a look at these pictures. that it is better if learners of English speakers only, while all others use it avoid the ‘non-standard’ use of English as a foreign language, is no longer true. found on the Internet and that the acqui- It is probably a fact that most spoken sition of native-speaker proficiency in interactions in English now occur be- English is a goal that all students should tween non-native speakers in lingua aim for? Do you believe that the expo- franca scenarios. Moreover, referring sure to different varieties of English will to English as one single language with only confuse learners or…. Standard English being the norm - which has always misrepresented its Would you rather argue that the increas- diversity - is no longer either adequate ing diversification of English through or accurate. Trudgill (2000) estimates contact with other languages is a posi- that “probably no more than 12–15 per tive development? Do you agree that cent of the population of England is teaching and testing a single standard native speakers of Standard English”. English restrict the development of learners’ communicative competence A former British Prime Minister, Gordon and that a focus on fluency and task Brown, once said in a formal speech: achievement is more motivating than “Like football and so many sports, a focus on accuracy? English began in Britain but now belongs to the world. It’s spoken by more than If you are more likely to agree with the a billion people, it’s the language of the first few questions, then your view of Internet, and it’s the language of busi- language is definitely more monolithic. ness, and it transcends borders, cultures, You see it as an entity existing outside

26 To stay up-to-date with what is going on, visit our website: www.iatefl.si of human beings. Whereas if you tend Another implication of the pluralistic develop skills gradually, based on a to agree more with the second part of language teaching method that I found great deal of practice. If they don’t pay the questions, then you see English revolutionary was the idea of translan- attention in history or science, for exam- more like a galaxy, made up of multiple, guaging. Translanguaging means mov- ple, they can cram the night before a coalescing objects, having fuzzy bound- ing across languages to achieve effec- test, whereas languages require a aries, and being variable, hybrid, and tive interaction by giving bilingual and longer, steadier commitment. The pro- dynamic. This is the view that all teach- multilingual learners and users the op- cess of ‘internalizing’ a language is ers of English should acquire because portunity to employ their full linguistic the basis for moving to the next level. when users of one language come into repertoire in order to express them- It’s like climbing up the stairs. And an- contact with users of other languages, selves. In other words, translanguaging other thing that all we teachers should they exchange words and thus change allows learners to communicate ef- be aware of is the fact that (especially the language in numerous tiny ways. fectively in class by using different young) children acquire a new language languages for different purposes. For in the same way as they have acquired The popular view of English as a mono- example, learners might speak about a their mother tongue, i.e. by uncon- lithic system has developed largely as class topic in Slovene, but write some- sciously analyzing patterns and con- a result of the following four factors: thing about it in English, or they might structing their new language through • the generally unconscious use of approach a text by reading it in English, experience. They learn languages re- language and the inability to observe but have a discussion about it in Slo- markably fast by storing and analyzing its development in the users’ minds; vene. The emphasis on performing bilin- input at an unconscious level in their • the association between Standard gually in the classroom not only helps memory, and each time they hear a unit English and nationalism (i.e., English the learners gain greater understanding again, its memory trace gets stronger. belongs to the English); of the content studied, but it also helps They are completely unaware of the • non-native speakers are often as- them feel more integrated in the class- system they are using. What is more, sumed to lack proficiency, and their room by bridging the language they use there’s a strong link between owner- usage is therefore associated strongly at home with the one used at school. In ship of the English language and its with ‘errors’ (which teachers correct); addition to language development, proficiency. • and non-native speakers have translanguaging promotes language typically been ignored in linguistics equality and can boost a learner’s The last thing that I find vital to make despite the fact that most spoken self-esteem in the process of lan- our students become aware of in the interactions in English probably guage learning. process of learning is the fact that occur between non-native speakers. English is no longer only a matter of the English and the American people, but of anyone learning and therefore using IMPLICATIONS FOR that language. And what’s even better, LANGUAGE TEACHING L2 learners of English are inevitably A related point that a pluralistic course users of English, and users of L2 Eng- wants to highlight is that insisting on lish never stop being learners. That is a single correct form of English prizes not the traditional way of thinking about accuracy, but this often comes at the these concepts. It is often assumed expense of fluency. Accuracy suggests that what language students do in an ‘following the rules’ and, in the context of educational environment is purely learn- English, this is invariably taken to mean ing, and that using the language only ‘the rules of Standard English’, which are Furthermore, we should be aware that starts once they have finished learning, undoubtedly out-of-date. Instead, it has learning English is not the same as i.e., in ‘real’ life. But in fact, language been suggested that it is vitally impor- learning other school subjects. We all learning and language usage operate on tant for all speakers of English to prac- know that knowledge of any language parallel planes--if they can be separated tice listening to a wide range of varieties is cumulative. It’s not like geography, at all. of English and to adjust their speech in for instance, where we can learn per- order to be intelligible to listeners from fectly about Asia even though we have a wide range of language backgrounds. forgotten what we had learned before about Africa. In languages, on the con- References

trary, what we teach today is comple- • Britsh Council. (n.d.). Changing English- menting and increasing what the chil- es. Retrieved from http://www.changin- dren have been taught over the last few genglishes.online/ years. Similarly, the language rules that • DowningSt (2008, Jan 8) PM announces we teach today will remain the basis for new English language learning resources. [Video file]. Retrieved from www. tomorrow. Moreover, children ‘con- youtube.com/watch?v=6gxaN-hagTY. struct’ their language gradually • Trudgill, P. (2000). The Dialects of Eng- through experience. It’s not something land. 2nd Edition. Chichester: they can learn overnight, but rather they Wiley-Blackwell.

To stay up-to-date with what is going on, visit our website: www.iatefl.si 27 Lesson Plan Fostering Critical Thinking Through IT Tools by Tajana Bundara, Manuš Elementary School – Split, Croatia

Tajana Bundara enjoy the glamour and glory of the I have realised the importance of provid- has been stage on German Language Day. The ing an active environment for the highly teaching Eng- themes are always attuned to the latest skilful, yet passive and lazy pupils, al- lish and Ger- educational and pedagogical topics and ways lurking for an opportunity to ‘im- man for two issues. She coordinated and was pose’ their energy during the lesson decades. Her wholeheartedly engaged in the KA2 session. So, I decided to use their skills, teaching expe- Erasmus+ project for two years. Now, and channel their energy into 21st centu- rience embraces she runs three eTwinning projects. This ry skills. The main teaching strategy a rich array of teach- year she has been awarded by the Cro- was debate and the triggers for the ing curriculum, from high atian Ministry of Science and Education debate were initiated through imple- schools and elementary schools to as one of the most successful teachers mentation of IT tools. open-type schools for foreign languag- in Croatia. es including various language camps. The topic refers to cultural differences. Currently, she works at Manuš Elemen- tary School in Split, Croatia. She runs a EXAMPLE OF GOOD PRACTICE The audience was senior elementary Storytelling Club, a magical place FOSTERING CRITICAL THINKING school pupils. where younger pupils create their own THROUGH IT TOOLS video-stories, stories based on cards, Lesson designer: Tajana Bundara I truly hope you will find this lesson and seniors read to juniors in English, My lesson plan was born out of preven- plan inspiring and motivating. sometimes German.With her enthusi- tion of behavioural issues and an at- asm and innovative spirit, she creates tempt to meet the demand for develop- Note: The Power Point presentation funny skits every year and her pupils ing 21st century skills. is available on http://bit.ly/36q3WQK

Name: Tajana Bundara Lesson title: Teenagers and Money Topic: Culture Type of lesson: Student level: Student type: Length: (Reading / (according to CEFR) (Primary / Secondary / Adult / 45 min Grammar / A2 Primary level Listening / …) Critical thinking skills Type of lesson: Student level: Student type: Length: (Reading / (according to CEFR) (Primary / Secondary / Adult / 45 min Grammar / A2 Primary level Listening / …)

Critical thinking skills Lesson aims: Pupils will be able to develop and express critical thinking skills on the set topic using the Teacher comments: key vocabulary.

Materials: laptop, overhead projector, photos, PowerPoint presentation, YouTube, web tools: Mentimeter, Wordwall, mobile phones

28 To stay up-to-date with what is going on, visit our website: www.iatefl.si Lesson Plan Lesson procedure: Time Procedure Teacher comments: Introduction Introduction 5 min Warm up Anticipatory-set The lesson starts with vocabulary items shown via a PowerPoint presentation introduced in the upcoming video clip.

Pupils are asked to look up the vocabulary items (household chores, achievements, bribery) in the Macmillan online dictionary via their mobile phones and copy these in their notebooks.

Another pre-viewing task refers to finding out the following information from watching the video:

• What household chores do the girls do? • What do they learn from these house chores? • Are they paid for the household chores? • While watching, write down 2 pros and 2 cons on the topic

Pupils watch an authentic video clip

Should children be paid for doing household chores? (https://bit.ly/33WSfA1) Optional: QR code of the video

Development Development 15 min Direct instruction In order to check their comprehension, with the assistance of the PowerPoint presentation, the pupils are asked to answer some questions:

How much do children in Britain earn by the end of the summer holidays?  £200 What are the household chores that Jenny’s girls do?  Laundry (£5), dishwasher (£1) , hoovering (£5), cleaning windows (£2), dusting (£1) What does it teach them?  Respect, work ethics Are the girls paid on a regular basis?  No, just for special occasions.

Optional: you can use Random wheel on Wordwall to check listening comprehension: https://wordwall.net/resource/712314

Pupils are actively engaged in offering the pros and cons from the video-debate between two mums (provided on the Powerpoint presentation).

Pros Cons Work ethics Negotiation Responsibility Bribery Achievement Laziness Reward Team work

Pupils copy Pros/Cons from the PowerPoint presentation and practise vocabulary.

To stay up-to-date with what is going on, visit our website: www.iatefl.si 29 Lesson Plan Time Procedure Teacher comments: Application Application 10 min Group debate Pupils receive Rubrics containing criteria (Information, Presentation Style and Vocabulary) they need to meet in order to deliver 4 Pros or Cons on the topic – Should children be paid for doing household chores? Pupils work in groups, deciding on their own pros and cons on the topic, and are encouraged to do additional online research work on specific websites (https://bit.ly/2RuoDans, https://bit.ly/2PoH51J) via mobile phones. They can either use the QR codes or simply go to the prescribed websites. Each group appoints one pupil to be the group presenter. Assessment Assessment 10 min After the group discussion, the group presenters come up in front of the class and present their arguments. One pupil is appointed as a score counter. The rest of the class evaluates the other groups’ arguments by applying (http://rubistar.4teachers.org/index.php) the Rubrics criteria list. The score counter counts the points for each team.

Conclusion Conclusion 2–5 min Pupils use their mobile phones in order to scan the QR code of the debate question or they can type the URL (https://bit.ly/2RGrQUF) into any browser. The purpose is to get the final debate results (Question: Should children be paid for doing household chores? answers: Yes/No). Those without a mobile phone do it in pairs. Sources:

• Hutchinson, T.&Z. Rezmuves (2014). Project 4, Fourth Edition. Oxford: University Press. • Interactive presentation software. (n.d.). Retrieved from https://www.mentimeter.com/ • Interactive presentation software. (n.d.). Retrieved from https://www.mentimeter.com/ • (n.d.). Retrieved from http://rubistar.4teachers.org/index.php • Free Online QR Code Generator: Create QR Codes to Encode Plain Text. (n.d.). Retrieved from https://qrcode.tec-it.com/ • The Premier Online Debate Website. (n.d.). Retrieved from https://www.debate.org/

30 To stay up-to-date with what is going on, visit our website: www.iatefl.si The Importance of Body Language and Movement With Young Language Learners by Maja Belej

Maja Belej is an Did you know that we do not communi- with non-verbal communication even English teacher cate only with words but also with our better than with words. This is probably at Franjo Malgaj hand gestures, facial expressions one of the most important messages Primary School (especially with eye contact) and other to most learners at the early stage of in Šentjur. movements of our body? We call this English learning. In the same fashion, Before that she body language and non-verbal commu- even learners tell you more with their was teaching nication. According to some studies, gestures, movements and facial English in a more than 60% of communication is expressions, since some understand kindergarten, non-verbal. Scientific research on more than they can say. primary school nonverbal communication and behavior and secondary school. started in 1872 with the publication of Young learners have a lot of energy and She specialises in teaching English Charles Darwin‘s book The Expression sometimes it is difficult to keep them in to young learners. She also actively of the Emotions in Man and Animals. their seats and focused on the lesson. participated in the Reach the Sky While most psychology researchers Instead of being frustrated with their project. Apart from teaching English to were exploring behaviorism, the study energy, we should use their energy for young learners, she is also interested of nonverbal communication began in purposeful activities. When they do not in showing learners the practical use 1955 by Adam Kendon, Albert Scheflen, release their natural energy they of the English language through trips and Ray Birdwhistell. Birdwhistell become bored and distracted. Studies to English-speaking countries and pioneered the original study of nonver- have shown that students learn better English-language musicals. bal communication, which he called when they have more physical activity kinesics. Albert Mehrabian is another during the lesson. important author who studied nonverbal communication. Therefore, body movement is the other thing that is really important We should take this into consideration, for teaching English to young learners. especially if we are teaching English to I often use TPR (Total physical young Slovene learners. During lessons response) since I think that this is I try to use English all the time, except if a really good method of teaching there are some discipline problems or if language or vocabulary concepts learners with special needs are in- by using physical movement that volved. When you try to achieve this children adore because of their age kind of situation during English lessons, and their development at that stage. you become aware of the importance of We have to establish the right atmos- body language, especially with young phere in order to continue the lesson language learners. by using different body movement activities. Sometimes, I use them to Actually, no matter what language you ‚wake them up‘ or after a demanding speak, non-verbal communication is of topic, to keep them focused (I use the great value. As a matter of fact, you can brain gym as well) or just to memorise show your emotions, attitude and mood things better.

To stay up-to-date with what is going on, visit our website: www.iatefl.si 31 Some physical activities that young learners absolutely love are: GAMES: 1 a game: Simon says … (stand up, sit down, SONGS: touch your nose/head/ear-s, turn around, jump, open/ 1 If you are a boy If You’re a Kid Dance Around! close your notebook/book, touch your toes …), song for kids about following directions (https://www.youtube.com/watch?v=H2gD-sRYPmQ), 2 a game: day vs. night,

2 Put On Your Shoes | Clothing Song for Kids 3 a game of tennis (where you pretend you have (https://www.youtube.com/watch?v=-jBfb33_KHU), a ball and you say a line from a particular song and then the children get a ball and they simply 3 Walking Walking | featuring Noodle & Pals | have to repeat what you have just said), Super Simple Songs (https://www.youtube.com/watch?v=fPMjnlTEZwU), 4 counting to ten with your body (forward and backwards)… 4 Head Shoulders Knees And Toes (2019) | Noodle & Pals | Super Simple Songs (https://www.youtube.com/watch?v=RuqvGiZi0qg),

5 Make A Circle | Preschool Song | Super Simple Songs (https://www.youtube.com/watch?v=ALcL3MuU4xQ),

6 This Is The Way | Kids Songs | Super Simple Songs (https://www.youtube.com/watch?v=4XLQpRI_wOQ),

7 The Hokey Pokey Shake (https://www.youtube.com/watch?v=461EUf4yKgg),

My learners really love this kind of activities because they are fun and motivating. Usually, they do not have the feeling that they are learning English at all. However, action songs are not there just for fun because they involve an educational purpose as well. Students learn new words, rhythm, intona- tion, sounds and grammar. Our task as teachers is to use them in an appropriate manner, and a meaningful and carefully planned way.

8 Brain Breaks - Action Songs for Children - Move and Freeze - Kids Songs by The Learning Station (https://www.youtube.com/watch?v=388Q44ReOWE),

9 Hello Hello! Can You Clap Your Hands? | Original Kids Song | Super Simple Songs (https://www.youtube.com/watch?v=fN1Cyr0ZK9M),

10 Let’s Go To The Zoo | Animal Song for Kids (https://www.youtube.com/watch?v=OwRmivbNgQk),

32 To stay up-to-date with what is going on, visit our website: www.iatefl.si A Teacher Mentor Who I Have Never Met by Petra Klobasa Petrač, OŠ Podlehnik

Petra Klobasa Petrač is a teacher with more than ten years but it was nothing compared to the project that I wanted to of experience of teaching students aged from 3 to 19 years focus on in this paper. Ester wrote to me in the middle of the old. She began her teaching career as a teacher at a lan- past school year about an idea we had discussed a few months guage school and later gained teaching positions in primary earlier. The project was set to approach the most delicate issue and secondary schools. She has been a teacher at Primary of modern Europe: migrations. I understood Ester’s motives for School Podlehnik for 6 years now and teaches English to choosing the topic since Italy is on the frontline of the EU when students aged 6 to 15. She also cooperates with the local it comes to heavy flooding of illegal immigrants over the Medi- kindergarten in order to introduce preschool children to the terranean Sea, but it had little to do with my students and our world of languages. school. Being a small provincial school with only one economic migrant student attending our school now, I had doubts that

The aim of writing this article was to share my experience of learning from an experienced and enthusiastic teacher I met by posting an invitation to a project in the forum at the eTwin- ning platform that brought us together. We have already coop- erated in two very active and interesting projects; both of them were awarded the eTwinning quality label.

So, let us start at the beginning. You have all probably heard about the eTwinning platform and many of you will have set up or participated in a project using the platform. It is a great way to meet new teachers from around Europe and start a project that does not need a lot of planning and resources to take place within the classroom. Students are positively moti- vated by participating in these kinds of projects. They learn to use the language (most likely it will be English, although eTwinning promotes projects in all European languages) to communicate and participate with their peers. eTwinning projects are easily incorporated into the lessons since they can be planned to follow the curriculum and by doing so there are practically no objections to working on them during your scheduled lessons. Alternatively, you can also work on the project during extra-curricular lessons (interesna dejavnost). The safe platform enables you to have your own corner where you display your achievements, discuss matters with teachers from partner schools, involve students in participating in students’ forum, set up a video conference, etc. However, while participating in a project you and your fellow teachers will also probably use other tools available to users such as Google presentations, questionnaires, documents, etc.

The teacher who has made a huge impression on me these few past years is Ester Gasparro. She is a language teacher at lower secondary school in Torre Orsaia and Roccagloriosa, two small towns of Cilento in the province of Salerno, Italy. Our cooperation started two years ago in a project called “Where did the great explorers come from?” where we first tried many tools, applications that the 21st century technology has to offer,

To stay up-to-date with what is going on, visit our website: www.iatefl.si 33 my students would benefit from the project. Luckily these thoughts only passed my mind for a split second, because immediately afterwards I thought of all those migrants trying to pass the Croatian-Slovenian border and then, if successful, trying to cross the area of OUR school district. I thought of all those stories that they hear from the local police officers and charity workers that they meet in their hometown and then about all those untold stories that these people carry with them but are never heard by my students because they do not get a chance to hear them. I am a firm believer in the fact that life gives you what you need, so I said that this is what my students and I needed. Ester called the project Migrant’s memories – Sharing our cultural heritage.

Immediately after opening the project’s Twinspace we started planning the details of our project. The best way to do it was by using Google document where Ester made a draft plan and I could just comment on parts that I had questions about, or I added my own ideas for the activities. Here is a list of the activities and tools we used to carry them out:

1. INTRODUCTION took place in the form of short videos 3. ONLINE MEETING where students could actively partici- using Flipgrid (https://info.flipgrid.com/) where the teach- pate in the activities. It took quite some time for the two er creates a private page/grid and students upload their of us to plan it; we also did two tests, included ICT teach- videos to it and, of course, watch other students’ contribu- ers to make sure everything went well, and in the end, we tions. It was a fun and relaxing start to a project that stu- executed the meeting, although unfortunately with some dents enjoyed very much. technical problems. During the meeting, we used a Men- timeter presentation (https://www.mentimeter.com/) 2. CREATING THE PROJECT LOGO with three questions that students responded to using by using computer tools or simply drawing them. Students their smartphones. Here is one them. came up with some wonderful creations here, so we uploaded all the logos onto a page within the project’s Twins- pace and a poll so students could vote for the logo they liked best. They chose a picture of two hands reaching towards each other with the inscription “I have a dream” in the middle and a boat with people onboard underneath. One of the Italian students did it and I must say it perfectly rounds up what these migrations are all about.

34 To stay up-to-date with what is going on, visit our website: www.iatefl.si 4. Our next activity was to WATCH AN ITALIAN DOCUMEN- • The third group looked at some stories from the web and TARY Fire at Sea (Italian: Fuocoammare). Ester and I pre- literature. Each student chose two stories and tried to pared a worksheet that students from both countries could briefly describe it in the presentation. The stories were use. Students answered the questions while watching it found on iamamigrant.org and https://yourstory.tene- and that is when they actually started to comprehend the ment.org/stories?category=misc. topic of the project. Here is one of the questions and some • The fourth group’s task was to gather some interviews answers from the students from both countries. and testimonies. Some of the Italian students presented their relatives’ stories; my students decided that they were going to interview a student from our school who moved Does the film want to leave a message, or does it just to our country four years ago. try to arouse a reaction, an emotion in the audience? “It wants to leave a message.” 6. E-BOOK was the outcome of the project that included “The film is leading us to help refugees.” everything that groups of students worked on. The book “The film wants to show us how their lives and this jour- was created in https://issuu.com/ and embedded into the ney looks like. It made us feel sad.” Project’s Twinspace. “I think the message is that all people should be equal.” “In my opinion, the film wants to make us aware of the migrations.” “The film wants to show the differences between the life of people on Lampedusa and the life of migrants.” “The film wants us to think about the difficulties that migrants face during their travels.”

5. GROUP WORK was one of the biggest tasks of the project where both of us encountered some organisational problems. Ester set the topic/activity for each group and provided us with sources for the research. We both decided that we would make groups according to the students’ abilities. Let us look at some of their work. 7. EVALUATION, because no project can end without it. • The first group of students prepared a Migration Glossary Students from both countries completed a questionnaire with the most common terms related to migration and in Google Forms that usually proves to be the quickest asylum in English, Slovene and Italian. and easiest way to gather answers and present results. What was the biggest reward for the teachers involved in the project? “100% YES” answer on the question English Italian Slovenian “Did you enjoy working on the project?” boat barca čoln border area zona di frontiera obmejno območje To sum up: what did I learn from the experience? I got a con- border control controllo di frontiera nadzor meje firmation that my students and I really needed this project. My students because they received a deeper insight into a major issue Europe is facing nowadays, but what they really needed was to watch, read and talk about the people not the political • The second group worked on the History of Migrations issue in order to get the right perspective of the problem. And where they first tried to define what migrations are, how what about me? I took part in a wonderful learning experience they differ from travels and what kind of migrations we where I could work with and learn from an experienced teach- recognise. Later, they made an overview of some bigger er who managed to find time to organise her daily obligations migrations around the world with greater focus on their at school, lead a project, execute duties as an eTwinning am- own country and area of residence and named the most bassador in her country, answer my emails even if received at common reasons why people left their homes. They end- 10 pm, handle her personal life and probably lots more that ed with some thoughts of important people on migrations. I do not even know about.

Maybe one day you will ask yourself whether to take part in a project or not? First, ask yourself if you have a reliable and resourceful partner on the other side. Yes? No worries, it will turn out great!

To stay up-to-date with what is going on, visit our website: www.iatefl.si 35 10th Tuzla English Language Teaching Seminar, June 25–27, 2019 by Jožica Nuč, (VIZ II. OŠ Rogaška Slatina) and Marjana Hvalec (OŠ Brezovica pri Ljubljani)

Marjana Hvalec has “Live as if you were to die tomorrow, Workshops were held by the following a degree in Eng- learn as if you were to live forever.” English Language Fellows: Aileen Hale, lish language Mahatma Ghandi Barry Simpson, Keith Kennetz, RELO and Sociology Belgrade Specialist Colin Vandrergraaf, and has worked After being granted a scholarship by and Sabina Skenderović from the Uni- as an English RELO (Regional English Language Of- versity of Tuzla together with Larisa teacher in Slo- fice) Belgrade to attend the 10th Tuzla Kasumagić-Kafedžić from the University venia for almost English Teaching Seminar organised by of Sarajevo. 19 years. She has the US Embassy Sarajevo in cooperation taught adults and sec- with the Ministry of Education of Tuzla Sabina and Larisa’s workshop focused ondary level pupils and now teaches Canton and Tuzla Muftiate, we embarked on the use of storytelling with respect to primary school pupils aged 10–15. on a journey towards Tuzla, Bosnia and Bloom’s taxonomy. They discussed the Her professional interests are focused Herzegovina, in Jožica’s little Twingo, importance of reading aloud to children. primarily in the field of English lan- in anticipation of learning new dynamic We loved the idea of splitting a story guage teaching. methodologies and efficient classroom (a fable) into several sections such that practice and techniques. each student can get one section. Initially, all the important vocabulary With over 100 participants from Albania, is introduced. Then, individual sections Jožica Nuč has a Bosnia and Herzegovina, Croatia, Koso- are given out and, based on the section degree in English vo, Montenegro, North Macedonia, Ser- they have, students need to draw what and German. bia and Slovenia, this seminar offered us is described on a piece of paper. Once She has worked a variety of practical activities, materials, everybody has finished drawing, the as a language tools and resources which we could all students sit in a circle and the teacher teacher for 36 take to our classrooms. Furthermore, starts reading the story. The students years. She is during our time at the seminar, we were form a new circle clockwise, this time the co-author offered a wonderful opportunity to build in the chronological order of the events of an English course a strong professional network amongst in the story. The students hold the draw- book for primary fellow English teachers. ings out in front of them. After that, they schools ‘Reach for the Stars’. She has conducted many Comenius projects and language projects with her students. She has held several workshops at international conferences, including the Language Label Event, the SOCRATES, LEONARDO DA VINCI and YOUTH FOR EUROPE, IATEFL Slovenia conference, ELTA Belgrade conference and IATEFL Liverpool conference. In her free time, she collects ‘The Little Prince’ books and travels around the globe.

36 To stay up-to-date with what is going on, visit our website: www.iatefl.si put the drawings on the board in the are then put on the classroom walls. correct chronological order and the Another activity that Keith suggested teacher can read the story again. to build linguistic and cultural awareness was autobiography maps. Students draw Colin’s three workshops focused on 5–10 symbols that represent themselves culture and its connection to language. on a poster. With the power of storytell- We looked at advertisements as cultural ing they express personal and cultural products and tools that we can use in experiences. the classroom to teach critical thinking and develop language skills. We also Along with the work, there was also learned how to develop ways for students enjoyment. Our hosts took us on a field to move past stereotyping and build a trip to Srebrenik Fortress and Gradačac. complex knowledge of target cultures. You may not be aware, but Bosnia and Herzegovina was a strong kingdom with Barry’s three workshops focused on a very rich history during the Middle evaluation. As teachers we are well Ages. What remains from those glorious aware that by assessing our students times are numerous fortresses across we get feedback about whether our the country. Perhaps it is not that fa- students truly understand the subject mous for its castles, but Bosnia & Her- matter. Barry emphasised that we need zegovina houses a few fascinating me- to take a critical look at ourselves and dieval castles worth exploring. The our programmes and evaluate them best-preserved one, and also one of the as well. He encouraged us to observe oldest in the country, is Srebrenik Castle classes conducted by our teaching – the birthplace of the first Bosnian colleagues and left us with a sample king. Standing proudly on the top of the evaluation form for us to use ourselves. hill with an absolutely stunning panora- We also looked at some ideas for criti- ma, this silent giant from 1333 witnesses cal writing and did micro-writing and the old times as a guardian of the Bos- paragraph activities that we can use nian king’s spirit. So, if you happen to with our students in the classroom. be in the far north of the country, in the region of Tuzla City, we highly recom- Aileen’s three workshops focused mend a visit. on designing our own lessons using: • music: each group had to choose Our next stop was Castle Gradačac, a song and come up with three better known as Gradina, which accord- creative ways of how we could ing to historical data gained the appear- use the song in the classroom, ance we see today between 1765 and • storytelling: we created a piece 1824. During Austro-Hungarian rule, two of origami (Cootie Catcher/Fortune buildings originally used for civil purpos- Teller www.funorama.com), es, a court building and a ground floor designed to teach parts of speech were built within the ramparts. The for- and storytelling, tress is located towards the tower where • jazz chants: after learning the basic the terrain falls on all sides. In the same principles of jazz chants, we came place there is a connection of the for- up with our own. We were all very tress with the central part of the civilian impressed by the very creative and settlement known as čaršija. The whole fun jazz chants we came up with in complex is surrounded by ramparts that the short period of time available. cover an area of over 35 acres.

Keith’s three workshops focused on After three days of acquiring knowledge fostering critical thinking skills in the and meeting new friends, we packed classroom. He suggested implicit teach- our bags and returned home. On our ing, where students are exposed to vari- way home we stopped in Brčko to have ous sources so that they can experience our last burek with our new friends language as it is used without introduc- Tihana and Rajka and discussed ideas ing linguistic concepts to them. One way for future projects. of helping our students to build a rich vocabulary and build student interest TELTS, thank you for giving us the in learning is to create posters of word opportunity to continue our professional portraits and meaning maps. Posters development and make new friends!

To stay up-to-date with what is going on, visit our website: www.iatefl.si 37 My Soul Experience in Sremski Karlovci by Romi Češčut, Šolski center Nova Gorica

Becoming a prize winner at Saturday’s Fact Nr. 1: Food and drink connect to use their mobile phones for learning, raffle at the 2019 IATEFL conference people. The first activity scheduled took part in ‘eco and scout workshops’ in Topolšica gave me the opportunity at our base - Eco Center Radulovački - including guiding a blindfolded person to attend the 7th SOuL camp at Sremski was named “gibanica”. We were literally by giving them directions or creating a Karlovci, Serbia. swung into action or ‘gibanje’ by tasting postcard and a perfume out of ‘island’ variants of local burek, also called pita ingredients and marketing it, we HOW IS THE COURSE DIFFERENT? or gibanica, and discussing the ingredi- swapped our favourite books, etc. To an outsider, we, the campers, might ents. We learned more about each other Tips: A teacher should be flexible, have looked like tourists who communi- on the second evening while presenting open to new ideas, and deal with cate mostly in English, visit the sights our national specialties and tasting the unpredictable even if the les- or chat over a coffee or beer. Someone those from 12 other countries. Next to son’s plan is not covered. After all, may have easily mistaken us for overen- that, our teacher trainers Mark Andrews your students are more likely to thusiastic lay researchers on a mission and Frank Prescott challenged us to remember your attitude or values to gather as much information as possi- learn the names of 29 course mates than the subject matter you are pre- ble from the locals on their lifestyle, by the second afternoon. Finally, Thurs- senting. Moreover, we should give shopping habits, favourite local spots, day’s wine-tasting saw to it that our students more space to work on drinks and cuisine. However, the camp spirits grew higher and brighter and topics and projects they are pas- was much more than this, and let me we ended up singing and dancing. sionate about and to reflect on the pinpoint that with some facts and what Tips: Food is a valuable source activities themselves. As a result, I took home from this experience. for activities in class not just e.g. they will be more engaged and apt to revise countable and uncountable to learning. nouns or relative clauses but also to understand your students’ back- We had two memorable trips to Novi grounds and lifestyles. Also, an at- Sad, the first one organised by ex-teach- tentive teacher will learn their new er of English, Vladica Rakić, and the students’ names as soon as possi- second one on our own, for pleasure. ble to build a stronger and more Vladica outlined the history of Novi Sad trustworthy relationship with them. and took us to various less-touristy Occasionally, even a busy teacher sights, one of which was the Yugoslavia can invite their colleagues for a meal museum placed in a garage of a block or drink or both. It’s a precious op- exhibiting mass-production items from portunity to relax, learn something ex-Yugoslavia. Our caring organiser new about them and outgrow the Sanja Čonjagić arranged a visit to the gossip from the teachers’ room. Vojvodina Parliament where I realised with awe that in Vojvodina there are six Fact Nr. 2: Not everything can be official languages, the Parliament has learned in a classroom. In fact, we representatives from 13 nationalities, spent very little time in our classroom minorities and ethnicities, and that the at Radulovački; mainly to produce post- most important legislature is produced ers with ground rules of the camp in in an equal number of languages. groups, to get instructions, reflect on Tips: Being in a multicultural envi- our experience, and to present our final ronment can help us broaden our projects. Two field trips to Monkey Is- horizons and overcome biases. land on the Danube river were an occa- I was moved to tears when a course sion to idle in the lush landscape and mate from Albania explained how to meditate in sensual activities such relieved she felt after realising that as “the sounds of silence”. We accumu- no one in Novi Sad or Karlovci would lated ideas on how to engage students judge her because of her origin.

38 To stay up-to-date with what is going on, visit our website: www.iatefl.si Teachers should engage students during the last lesson of the day or be- that we, people from ex-Yugoslavia and from other cultures to present their fore holidays! Teachers also tend to the broader region, share a common highlights in class. overcorrect students’ grammatical slips sense of humour and taste for foods although the activity has a different and drinks, and can be nostalgic about In Karlovci, we visited the Danube Swa- emphasis or goal. But is that legitimate? the past in a similar way. Moreover, bian Museum, the Match Museum and Tips: If the activity focuses on fluen- I could not wish for better teacher the Beekeeping Museum to get a better cy not accuracy, then we should not trainers: approachable, entertaining feel, taste and understanding of the correct their grammar. We need to and willing to adjust the schedule, eager surroundings. teach them to be confluent: to be to get our feedback and reflections, Tips: When you cover a specific able to listen to others, make sense and socialising after the ‘official’ activi- topic you could support that by a out of that, ask for repetition or clari- ties in the evenings were over. Sanja visit to the actual place, e.g. when fication if necessary, and to encour- took care of our well-being, diet, and the discussing art, why not visit an art age others to talk. journey to Novi Sad or back home. Last gallery or museum nearby with your but not least, my course mates are my students? Fact Nr. 5: Not only SOL but also a lot colleagues now who I will keep in touch of SOUL. Being fully immersed in the with while working on joint projects, at At the viewpoint, where we had lengthy activities made me feel as if I was a conferences, on courses or when I pay photo sessions and enjoyed the view teenage student again. I realised anew a visit to their country or town. of Sremski Karlovci, Fruška gora and the Danube river, we learned about a famous Bosnian writer and poet Duško Trifunović.We compared his Wikipedia biography in Serbian and English, and then sang a song he composed. Tips: To enhance students’ digital literacy we should encourage them to think about how reliable information online is, make them reflect on their own digital footprint, and raise their awareness that oversharing personal information does not nec- essarily make one popular in the ‘real’ world.

Fact Nr. 3: Teachers are also Educa- tors. Sremski Karlovci hosts the first grammar school in Serbia, and Vladica, who used to teach English there, showed us around the picturesque temple of knowledge, and passionately shared with us some highlights and anecdotes from her rich career. Tips: Some secondary school teachers believe that upbringing (‘vzgoja’) is what students’ parents are responsible for, yet it is an essential cornerstone of the process even in a class of eighteen-year- olds. Also, class activities designed to help students overcome their insecurities will augment their capacity for learning and motivation and improve the rapport.

Fact Nr. 4: An accurate, fluent and a confluent speaker. Tired, hungry or just after meals, we often found it difficult to intently follow one’s speech. Listening for gist can be demanding for adults, let alone for students, especially

To stay up-to-date with what is going on, visit our website: www.iatefl.si 39 Teacher thoughts Why bother? by Sandra Vida

This has been a frequent question for Growing up, I always wanted to teach, son I am today if many of the decisions me lately, appearing seemingly out of I always wanted to change the world to I had made were different, so I think the nowhere at many different moments be a better place and spread the love. main question is really – do I like what in my life. It seemed natural the way things I have become? And surprisingly, I do. worked out in my life with my job, but I don’t have many regrets. I guess it Why bother getting upset over some- still, I never anticipated so many obsta- pays to be slightly hyperactive and at thing people in my life did or did not cles on the way, so many doubts about the same time easily distracted and do (again)? Why bother preparing a new my good intentions and so much evil forgetful. Many resentments are carried lesson for my students instead of just lurking around. Professionally, you need around for decades by some, whereas reusing the old one? Why bother calling to just look at comments on social me- I think I can proudly say that for me, an old friend I lost contact with years dia occasionally to lose hope in humani- forgetfulness is more like a personal ago? Why bother patching up broken ty and good intentions. I like to remind trait. I forget so many details that occa- old relationships? Why bother trying to myself in those moments that everyone sionally I forget I need to resent some- understand the people I work with and judges the world and people as if they thing as well. Sometimes, it’s awkward, their reactions? Why bother spending are mirror images of themselves. For not to remember things everybody time and money on continuous profes- me personally, this means I am disap- seems to know, but other times, it’s OK sional development? Why bother put- pointed in people who manage to forget as it is. I remember feelings, not facts, ting hours of my free time into an asso- a lot about good manners, loyalty or and that is what I usually act on as well. ciation even if it sometimes feels that dedication. Sometimes, I feel like the no one appreciates the work I do? Why more you do, the more you give, the I also realised that there are as many bother writing this at all? worse it is and the ones who are best realities as there are people and in my off are those who hide comfortably in personal reality today I am content with Many times when I feel tired, it gets the shadow of someone and wait pa- what I have become and don’t really really hard to find answers to these tiently for others to do the work. need much more. I hope, for the sake of questions. And then, sometimes, a all of us, that I walk among people with quote comes across through a social Yes, I can see the problem now. I have similarly positive realities. If clashes still network that teaches me that this is not never been good at waiting, let alone occur, I will sort my issues out and I just my problem. It seems to be univer- being patient. I have always been a appreciate it if others do too. I am too sal at one point – or perhaps at many go-getter, one who creates her own old to stress over things that are not points - in a person’s life. But today, I opportunities. And despite being all that, mine to stress about. want to do something you are not sup- I still question myself and my actions posed to be doing at the beginning of daily. Professionally, it means that I So, to get back on the topic? Why do a new year, when resolutions are being never let other people decide what I do I bother? made for the future and optimism hov- with my knowledge, how I give or take it. ers around people who have had holi- I have always jumped at opportunities, Primarily, I do it for me, because I want to days, time to eat properly, and meet even when they meant a lot of addition- be the person I, myself, can be proud of. friends. I will look back at why and how al work. Inevitably that brought resent- But also, hopefully, the people I love will I did things and try to find answers there. ment, jealousy and doubts from all be able to appreciate it, even if some of sides. them can’t acknowledge it. This is not my problem. In school, with my students, I just realised how different our genera- for example, I sometimes need to be tion was from the one there is now. In reminded that it is hard to appreciate my early teens, looking in the mirror, adults when you are a teenager, especial- I was never positively self-conscious, ly if they are encountered in the form of while nowadays, the teens I meet on a person of (any) authority. an everyday basis seem to all be so sure they are beautiful, clever or even I hope all of you get to a phase where, have other star qualities. Where does looking back, you can be proud of this self-confidence come from? What yourself because you have given the was lacking in our water? best you could to the community, to the people around you and, last and I would probably not be the kind of per- most importantly, to yourself.

40 To stay up-to-date with what is going on, visit our website: www.iatefl.si IATEFL Slovenia Events END-OF-SCHOOL WORKSHOP SPRING INTO ACTION WITH ISSIAKA SANOU IATEFL SLOVENIA ON JUNE 21ST 2019 SEMINAR WITH RHONDA PETREE, APRIL 13TH 2019

YOUR BRAIN ON DRUMS We came, There is no tired like end of We banged, the year teacher tired. Drum- we drummed our souls away, ming reduces stress, releases were aflame negative feelings and it is also as we hanged, a great workout for your brain. stole a moment from decay. You can literally drum out your Milan Mandeljc feelings. Feeling joyful is one of the best feelings one could have. Enjoy your summer! Tadeja Sever

DRUMMING FOR THE FIRST TIME Since there was the end of the school year approaching and most of us were under pressure to finish dozens of projects at the same time, I didn’t really open the e-mail entitled IATEFL Slovenia Newsletter on time and didn’t see the kind invitation to the drumming session. Luckily, I read the reminder with a clear subject title and I managed to apply just a day or two earlier. It turned out to be a magnificent experience! There was Issiaka Sanou from Burkina Faso who instructed us in Slovene (and later on sang for us as well) and we were about six participants. Each one of us got their own djembe. I’ve always wanted to try drumming, so this was my wish coming true. I was lucky to be at the right place at the right time. I would definitely recommend drumming to anyone because there is a rhythm we all carry inside and we are all creative beings who need to express one way or the other. Drumming liberates you from any mental noise you might carry, it is physical (in contrast to our daily jobs), and ours was a group experience, a joined effort that brings people together in a playful, creative way. What more could one possibly wish for?

For me personally, it was an unforgettable experience. Our rhythms were different at first but they synchronised over time and we were given an opportunity to improvise at the end, which was a way of finding your own unique voice. My advice to our readers: if you ever get the chance to participate in a group drumming, don‘t miss it! Albina Škerbinc

To stay up-to-date with what is going on, visit our website: www.iatefl.si 41 IATEFL Slovenia Events IATEFL SLOVENIA SATURDAY SEMINAR NOVEMBER 16, 2019

Barbara Majcenovič Kline The next topic was language learning We can make it fun; we can even make strategies and I could not ignore Urška our students think about the practical WHAT A DIFFERENCE Petrevčič’s enthusiasm for helping applications of those rules in everyday A DAY MAKES … weaker students who require extra at- communication, which should make it tention from already burnt-out teachers. easier for them to remember the excep- … 24 little hours … But it can be done; they too can learn tions. Worry not, Grammarella; Melita is Dinah Washington’s voice resounded in English to the best of their abilities if working hard on the happy ending to my head as I was leaving the IATEFL their teachers believe in them and meet your story. Slovenia Saturday Seminar in the late their learning needs with a structured afternoon. approach incorporating appropriate And Linda Steyne – she made us think Hmmm, let’s see … learning methods and strategies. It with her endless questions “Why?” This doesn’t happen overnight, but smaller is how students develop their ideas Kirsten Hempkin made us think about monthly tasks like listening to one’s further; this is how we encourage them the fake news we’re bombarded with on favorite music and paying attention to to think outside the box when training a daily basis. Do we believe everything the lyrics, watching one’s favorite movie them in academic writing skills. And the media feed us, or are we critical with English subtitles and then discuss- training it was, right after pizza for lunch enough to recognize when we are being ing it with their teacher, and so much — thinking about topic sentences, devel- conned? Are we really that naïve? Are more, can really make a difference. Way oping them, structuring a paragraph, we ignorant, or just uneducated? Either to go, Urška! etc. We all know how to do that, right? way, it’s up to us, teachers, to develop Well, it’s so much more interesting if critical digital literacy awareness in our Melita Kukovec told us The Sad Story of Linda explains it in her own inimitable learners and equip them with basic Grammarella, which led to a discussion style. Thank you, Linda! critical reading skills. It was early, Kirst- of issues relating to teaching grammar en – 9 am – but we became focused rules. We were not too downhearted, I was in awe when I listened to Lea Koler and alert as soon as you revealed that however, because the plot of how to present her 30 minutes of writing in just your claim to have passed your driving teach annoying English grammar rules under 15 minutes. What a great teacher test at the young age of 46 wasn’t fake and the even more numerous excep- — performing well under time pressure. news.  tions to these rules lies in our hands. And why? Because the teachers attending the seminar extended each one of our coffee breaks. Why? Because some of our best new friendships are formed during coffee breaks, because some of the best brain-storming ideas are produced during coffee breaks, and because promises for similar events are even made during coffee breaks.

Before I finish, I’d like to thank the IATE- FL organizing committee, the ladies who—once again—excelled with their effortless superiority in making sure everything ran smoothly.

And have I mentioned it was Saturday, when most of us would prefer to stay home and enjoy the weekend?

Not me, not for the IATEFL event, and I guess now you understand why.

42 To stay up-to-date with what is going on, visit our website: www.iatefl.si IATEFL Slovenia Events Lidija Strmšek Pisanec: seminar. It was really relaxing and even Irena Smole: though it was Saturday and the chairs Even though I've been teaching for over Thank you IATEFL Slovenia for organiz- weren’t the most comfortable it some- 10 years, this is actually the first year ing the seminar in Maribor! There was how still felt like home. I honestly felt I’ve started to pay more attention to a great atmosphere, useful information like I belonged there and I met some IATEFL. We all know it from the compe- and a lot of 'food' for thought (not to men- amazing people. The lecturers were of titions for our 8th graders and we’ve all tion the real food). I found some tasks course all experts and it was absolutely heard about the conferences that take related to critical thinking skills and fake wonderful to see and talk to my former place every year. But this community news particularly useful and relevant professors from the faculty. I haven’t has so much more to offer and one of since 'the media' is one of my current had time yet but I’ll definitely try out those things was the seminar on Satur- topics. Also, Linda Steyne's presentation some of the things that they talked day, 16th November. It was the first time on writing skills provides great support about. Writing for three minutes without I attended an IATEFL seminar but most for what we already do with the students. stopping isn’t as easy as it sounds. Ly- certainly not the last one. I had no idea ing to my students and telling them that, what to expect but based on the pro- would probably be as memorable for gramme which we received beforehand Andreja Bohinec Verdnik: the students as it was for me. On that and therefore knowing who the visiting note, all I have to add is that I’m really I think those short weekend seminars speakers were, I had a feeling it would looking forward to the conference in are a good idea because they somehow be worth it. And I was right. The thing I March. fill the "gap" between annual conferenc- liked most was the atmosphere of the es and give us a chance to catch up on what is going on in the teaching area in case we missed the "bigger" event.

The seminar in Maribor was interesting, it gave us a couple of good ideas and although I had already read two articles in the winter issue of IATEFL (IN) magazine, (Fake News ... by K.Hempkin and Successful foreign language learners ... by U. Petrevčič) I enjoyed listening to both speakers.

What I found most valuable was the talk on Training Academic Writing Skills (Lynda Steyne) because this is exactly what we, teachers of secondary school students preparing for matura, are struggling with when we try to teach them how to write a good essay.

I hope to see more teacher training seminars in future. There are many topics I would like to hear experts talk about (for example, there was an invalu- able talk on how to make a good test paper years ago, if my memory serves me right, by Melita Kukovec?).

Bernarda Kejžar: "It took me three hours to get to Maribor from Sorica (and back home!) but it was definitely worthwile: great speakers, entertaining company and lots of spar- kling ideas to follow! On the top of that, an evening stroll around Maribor in the company of my high-school classmate, with so many stories to share ... I returned home empowered and revived;)"

To stay up-to-date with what is going on, visit our website: www.iatefl.si 43 TWin odlični izleti!

Turistična agencija TWIN se s kulturno-izobraževalnimi potovanji ukvarja že 20. leto. Ker v Veliko Britanijo potujemo pogosteje kot večina ostalih Zemljemerska ulica 12 slovenskih organizatorjev potovanj, ponujamo odlično in preverjeno izvedbo. 1000 Ljubljana Tel.: 01 280 28 20, Naše cene tudi že vključujejo javni prevoz in obvezne vstopnine. Cene so 040 187 830 odvisne predvsem od termina odhoda in vaše fleksibilnosti pri odhodu. e-pošta: [email protected] www.twintur.com Zakaj s Twin-om v London:

1 Pogosti in redni, zagotovljeni odhodi v London. Twin 6 Vsaj 183 osnovnih in srednjih šol je že potovalo z nami. Z nami organizira šolska potovanja v London že 20 let, v povprečju zelo malo šol potuje samo enkrat. Če želite neobvezujoče imamo na mesec vsaj 3 zagotovljene odhode v London. vzpostaviti stik z organizatorjem na eni od šol, ki je že potovala z nami, vam bomo z veseljem posredovali kontakt. 2 Odlično vodstvo. Pri Twinu se zavedamo, da je odlično poznavanje običajev in turističnih znamenitosti Londončanov Ponujamo 3-dnevni program, kjer za izvedbo ni potrebno le prvi korak k odlični izvedbi. Naši vodniki imajo dolgoletne 7 delovnika. izkušnje pri vodenju šolske mladine, zato odlično poznajo vse sestavine programa, saj jih sami pripravljajo. Tudi zato je Več informacij na www.twintur.com ali na 040 187 830 vodenje/izvedba toliko bolj fleksibilna glede na želje skupine. ali v poslovalnici na Zemljemerski ulici 12 v Ljubjani. Naj še omenimo, da boste v Sloveniji težko našli vodnike, ki v London vodijo tako pogosto kot Twinovi vodniki. Osmisliti učenje je osnovna naloga vsakega učitelja in ni boljšega 3 Nastanitev, ki presega običajno turistično kategorijo. Pri načina, kako priljubiti angleščino, od tega, da učence popelješ po Twinu se zavedamo, da je dober spanec pomembna sestavina svetu. V današnjih časih to ni enostavno. Šole in učitelji se bojijo izleta. Vsi naši hoteli so hoteli s 3* in pri večini udeležencev odgovornosti, mnogi starši pa ne zmorejo ali znajo otrok odpeljati presežejo njihova pričakovanja. Kot specia list za London lahko sami. Ni bilo lahko pred 15 leti prvič sesti na avtobus in se podati z zagotovimo vsaj en bogat angleški zajtrk (običajnih zajtrki agencijo, o kateri nismo vedeli ničesar, na večdnevno potovanje v v Londonu so skromni kontinentalni). Veliko Britanijo. Bilo nas je strah pred odhodom, a takoj ko smo se podali na pot, smo vedeli, da je bila odločitev prava. 4 Nikoli naknadno ne spreminjamo pogojev. Naša cena je vedno znana že ob prijavi in se nikoli ne spremeni zaradi Po tistem, ko smo prvič potovali s TWinom, smo vedeli, da nas ne bo več strah. Lani smo že desetič odkrivali Evropo in vsakič smo se vrnili spremembe cen dobaviteljev, goriva oz letalskega prevoznika. ne samo zadovoljni, ampak tudi hvaležni za TWinovo strokovnost, prijaznost, ustrežljivost ... Hvaležni smo celotni ekipi in nikoli ne bi 5 Vedno ponudimo kakšno dodatno storitev – izbrala druge agencije, saj sem prepričana, da niti cenovno niti brezplačno. S program zagotavljamo minimalni obseg strokovno potovanja ne bi mogla biti ugodneje in bolje izpeljana. storitev oz. ogledov, vendar nikoli ne izvedemo samo minimalnega obsega – vedno, pri vsaki skupini dodamo Ta ekskurzija je postala stalna praksa naše šole in učenci komaj nekaj po sebnega, kar ni zapisano v programu. Prav tako v čakajo, da bodo dovolj stari, da se je bodo lahko udeležili. Nam, naših programih nikoli ne zapišemo “če bo čas dopuščal”, kajti spremljevalcem, pa je v neizmerno veselje, ko jih opazujemo, kako vse naše programe vedno v celoti izvedemo. In ker si London polni vtisov in lepih doživetij še dolgo pripovedujejo o potovanju. zelo pogosto ogledujemo, poznamo tudi optimalno 44 To stay up-to-dateKsenija with Tripkovič, what is OŠ going Selnica on, ob Dravivisit our website: www.iatefl.si zaporedje ogledov brez nepotrebnega hitenja.