“WORDS, WORDS,WORDS” SHAKESPEARE IN THE LANGUAGE CLASSROOM LITERATURE, MEDIA & CULTURAL STUDIES SIG
PCE & SIG DAY PROGRAMME
IATEFL 50 th Annual Conference Birmingham 2016
WELCOME Welcome to the Literature, Media & Cultural Studies Special Interest Group PreConference Event and SIG Day at the 50th IATEFL Annual Conference in Birmingham, UK. Speaking on the behalf of our SIG Committee, I would like to say that we are delighted that you have decided to join us for the series of talks and workshops that we have put together for you this year. As usual, the presentations included in the programme are meant to reflect the wide range of interests covered by our SIG. This year, however, the programme has a very clear focus on how these interests can be Chris Lima, LMCS SIG Coordinator
brought together to promote the teaching of Shakespeare in the English language classroom.
In the year we celebrate the 400th anniversary of Shakespeareâ€™s death, the LMCS SIG wants to share with all IATEFL members and the ELT community as a whole our firm conviction that Shakespeare is still alive and well among us. Our PCE presenters come from a variety of teaching contexts and backgrounds and we hope their presentations will appeal to you in a multiplicity of ways as they cover discussions on Shakespeareâ€™s language, the analysis of particular aspects of his work, and practical activities to bring Shakespeare to your students in your everyday teaching practice. The PCE would not be possible without the generosity of our SIG friends who agreed to take part in the day. Thanks to Jeremy Harmer for accepting to open the event and to all the presenters for sharing their expertise, knowledge and experience with us. Our heartfelt thanks to Professor David Crystal, the IATEFL Patron, who has so graciously agreed to share his vast knowledge of Shakespeare with us. Thanks to the Shakespeare Birthplace Trust and the British Council for their fantastic support and for sending their speakers, Lisa Peter and Martin Peacock, respectively. Last, but not least, I would like to give my personal thanks to all members of the LMCS SIG Committee for their hard work throughout the year and help organizing the PCE and SIG Day. Thanks also to everyone at the IATEFL Executive Board and SIGs Committee, especially to Eleanor Broadbridge, IATEFL SIGs & General Administrator, for her incredible patience and support. Chris Lima, Birmingham, 12-16 April 2016 2|Page
STRATFORD-UPON-AVON TOUR (11th April 2016) With our Shakespeare focus this year plus the good fortune of Birmingham’s close proximity to Stratford-upon-Avon, LMCS SIG offers a day trip to the Bard’s hometown in collaboration with the Shakespeare Birthplace Trust. On April 11th, LMCS PCE delegates will be welcomed at the Shakespeare Centre right next to Shakespeare’s Birthplace with tea and coffee before setting off on visits to three of the Trust’s Shakespeare houses. Of course we will start at the Birthplace itself, following in the footsteps of great writers like Keats, Dickens and Thomas Hardy, who all visited the little house on Henley Street to pay their respects to the most famous of playwrights. The Shakespeare Birthplace Trust has a long tradition of welcoming visitors from across the globe to Stratford-upon-Avon on a personal journey to discover where Shakespeare lived and his legacy continues. Formed in 1847 following the purchase of Shakespeare’s Birthplace as a national memorial, the Trust cares for the world’s greatest Shakespeare heritage sites - the five beautifully preserved homes and gardens directly linked to Shakespeare and his family in Stratford-upon-Avon. After an introduction to Shakespeare’s last home, New Place – which is in the process of being entirely redeveloped as a heritage site – we will finish at Hall’s Croft, the beautiful home of Shakespeare’s eldest daughter Susannah. This will be the venue for a two-course dinner and a pre-performance talk prior to seeing an RSC production that evening. A coach service back to Birmingham is part of the package, so you don’t need to worry about how to get back to your accommodation. Join us for a day out in Shakespeare’s hometown and join in with the celebrations around the 400th anniversary of Shakespeare’s death! Lisa Peter Shakespeare Birthplace Trust
Shakespeare’s Birthplace - Stratford-upon-Avon
PRE-CONFERENCE EVENT (12th April 2016) ‘WORDS, WORDS, WORDS’- SHAKESPEARE IN THE LANGUAGE CLASSROOM The day will offer participants a series of talks and workshops on how to explore Shakespeare’s plays and poetry with English language learners. The presenters will share ideas to bring Shakespeare to life in the classroom through the reading and performance of the Bard’s poetry and plays to promote language awareness, critical thinking and the development of the four skills.
*Please register early so that we can start on time!
“The man that hath no music in himself is fit for treasons”
What Shakespeare’s English was like
How to keep language learners engaged with Shakespeare (Shakespeare Birthplace Trust)
‘Celebrating Shakespeare’: an ELT shakesperience in public education
Shakespeare in posters: film and theatre posters of the plays
Playing with Shakespeare: from improvisation to performance
An active look at some of Shakespeare’s sonnets
Amos Paran & Jasmijn Bloemert
Research into Shakespeare in L2 Classrooms
Shakespeare Lives in Language: Developing language learning products for a global audience (British Council)
OP Shakespeare: the latest
‘A study of Shakespeare’s linguistic techniques (…) can add to our awareness of the language’s expressive potential and increase our confidence as users. At the same time, of course, the more we study Shakespeare from a linguistic point of view, the more we will increase our understanding and enjoyment of the plays as literature and theatre.’ (Crystal, 2003) 4|Page
Presentations “The man that hath no music in himself is fit for treasons” Abstract: Music was important for Shakespeare. Might it not be equally important as a way of bringing foreign language students to his plays? This short session will encourage us to think about whether and how to use Shakespeare songs for language awareness, ‘musical’ performance’ and sheer good fun.
Bio: Jeremy is a writer of books in the field of English Language Teaching. These include Methodology titles, course materials, and learner literature (often called graded readers). He is a frequent presenter, seminar leader and teacher both in the UK and, more frequently, around the world. He holds a BA in English Literature from the University Of East Anglia, UK and a Masters in Applied Linguistics from the University of Reading (UK).
Writer and Teacher Trainer, Freeklance
What Shakespeare’s English was like Abstract: This talk provides a brief general overview of what Shakespeare’s English was like, focusing particularly on lexis, syntax and pragmatics. It then concentrates on features of that language which are likely to cause foreign learners difficulties. Lexical ‘false friends’ will come in for particular discussion. Though the paper will not deal in depth with teaching techniques, the question of how best to approach Shakespeare’s English with students will be touched on.
Keith Johnson Emeritus Professor of Linguistics and Language Education, University of Lancaster
Bio: Keith is the author of a number of applied linguistic books, including An Introduction to Foreign Language Learning and Teaching (Routledge). Shakespeare publications include Shakespeare’s English (Routledge, 2013); a chapter on the ‘afterlife’ of Shakespeare’s language, in The Shakespearean World (Routledge, forthcoming); several articles for the Globe Theatre’s magazine Around the Globe.
How to keep language learners engaged with Shakespeare Abstract: Drawing on the expertise at the Shakespeare Birthplace Trust of working with students from all over the world, this talk will introduce and showcase some of the methods we apply when working with language learners. How to get their attention and keep it focussed on more than 400-year-old stories? How to make sure they feel encouraged to engage with Shakespeare and his language instead of daunted by the complexity of it?
Lisa Peter International Lecturer in Shakespeare Studies, The Shakespeare Birthplace Trust
Bio: Lisa Peter is the International Lecturer in Shakespeare Studies at the Shakespeare Birthplace Trust. With a background as university lecturer and language teacher she focuses on international groups whose first language is any other than English at the Birthplace Trust and is responsible for the Trust’s new EFL offers.
‘Celebrating Shakespeare’: an ELT shakesperience in public education
Claudia Ferradas Instituto de Enseñanza Superior en Lenguas Vivas, Buenos Aires
Abstract: In public education, with time constraints, limited resources and students’ limited command of English, dealing with Shakespeare’s plays in the English class can be a challenge. This presentation will describe a collaborative experience developed over a whole academic year in a higher education institution in Buenos Aires, Argentina, as well as in the primary and secondary schools run by the institution. While describing the steps in this “shakesperience”, obstacles will be identified, but also the rewarding results, which can be transferred to other educational contexts, not only concerning language awareness but also values education and collaborative learning. Bio: Based in Argentina, Claudia is a researcher, materials writer, teacher trainer and lecturer in English Language and Literature at graduate and post-graduate level. She has extensive international experience as a trainer and consultant for the British Council, NILE, Trinity College London, Pearson Education and Oxford University Press.
Shakespeare in posters: film and theatre posters of the plays
Rob Hill Freelance teacher trainer, author and editor, Verona, Italy
Abstract: Posters, those fascinating little texts designed to entice us into going to the theatre or cinema, are always composed of images, and sometimes of text, too. We will examine lots of posters – some theatrical but mostly film posters – and explore what images are chosen (symbolic objects, settings, characters, scenes?), what texts (quotations from Shakespeare, non-Shakespearean taglines, nothing?), and why they are chosen. Posters of filmic resettings and retellings will be included, and we will see how they reference both Shakespeare’s original texts and film genres. Throughout the session we will reflect on the use of posters in teaching.
Bio: After graduating in English from Oxford, Robert taught in Spain, Greece and England before settling in Italy, where he has taught at the universities of Verona and Milan. He speaks at conferences and holds workshops all over the world. As a writer and editor, his particular interest is reading skills.
Playing with Shakespeare: from improvisation to performance Abstract: One of the best ways of overcoming students’ perceptions of the difficulty of Shakespeare’s language is to not to start with the play at all, but with an improvisation that takes them to the heart of a scene before students even look at the text. In this workshop we will be working through improvisation to explore a situation that parallels a key scene from a well-known Shakespeare play. The session will lead up to a reading of the scene, illuminated by what has been discovered through the process of improvisation.
Alan Pulverness Assistant Academic Director, Norwich Institute for Language Education
Bio: Academic Director, NILE; Editor, LMCS SIG Newsletter; Course Tutor, Drama in ELT module, Master’s in TEFL, Universidad de Alcalá de Henares, Spain; co-chair, British Council Oxford Conference on the Teaching of Literature (2002-2006); co-author (with Mary Spratt & Melanie Williams The TKT Course (CUP 2005; 2011)
An active look at some of Shakespeare’s sonnets Abstract: Through movement and a variety of exercises, this workshop will try to unpack the music within a few sonnets. Based on the voice work of Cecily Berry of the RSC and the ideas of Peter Brook concerning the immediacy of Shakespeare’s language, an attempt will be made to view the sonnets from a new perspective.
Bio: Michael has a Masters in Drama from Loughborough University and LGSM from Guildhall. He trained as an actor and has attended many masterclasses with the RSC and worked with Cecily Berry and other RSC voice coaches. He has taught English all over the world.
EAP Tutor, University of Leicester
Reader in Second Language Education, UCL Institute of Education, University College London
EFL teacher trainer, Faculty of Behavioural and Social Sciences, University of Groningen, the Netherlands
Research into Shakespeare in L2 Classrooms Abstract: In which ways can applied linguistics and educational research methods illuminate what happens in L2 literature classrooms? In what ways does literature pedagogy intersect with other concerns of the L2 teacher? In this presentation we will survey extant research and discuss a research study that examines the way in which Macbeth was taught in a secondary school classroom in the Netherlands.
Bios Amos: The first Shakespearean experience Amos remembers is studying Othello in Hebrew, for his own school leaving exam. He then taught EFL in secondary schools in Israel (including Julius Caesar and Sonnet 18). He was the coordinator of the LMCS SIG between 1996 and 2008. His most recent book is Literature, published in OUP’s Into the classroom series and co-authored with Pauline Robinson. Jasmijn: Even though Shakespeare appears to be the most studied author in Dutch secondary EFL classrooms, Jasmijn’s English teachers did not include Shakespeare in their curriculum. Luckily this did not stop her from studying Shakespeare at the University of Amsterdam and teaching Shakespeare’s works in secondary education in various countries around the world. Jasmijn now works as an EFL teacher trainer and her research focuses on the use of literature in the (E)FL classroom.
Shakespeare Lives in Language: Developing language learning products for a global audience
Abstract: The aim of the British Council’s Shakespeare Lives in Language product portfolio was to create a number of products which support language learning and teaching while introducing learners to Shakespeare’s world: his language, work, life and times. Crucial to the product development process was to reveal different cultural experiences of Shakespeare’s plays and to demonstrate the global relevance of his stories in the 21st century. During this session we will look at the final products, review the experience of the 1st Exploring English: Shakespeare MOOC and discuss some of the challenges and rewards of the product development process.
Bio: Martin manages the English product team responsible for the Director Global development, rollout and support of the British Council’s English Product digital portfolio for learners and teachers of English. He managed a Development, British global team of consultants responsible for introducing learning Council technologies into the BC’s English teaching centre operating in 50 countries. He has an MA in Applied Linguistics and has been invited as keynote speaker in learning technologies at ELT conferences in Hong Kong, China, Thailand, Pakistan and Europe.
OP Shakespeare: the latest Abstract: A review of the movement to present Shakespeare's work in original pronunciation (OP), now in its tenth year. I describe the origins of the movement, illustrate the accent, discuss the evidence for it, take examples from past productions to illustrate the impact the approach has had on theatrical and literary practice, and report on a Savannah, Georgia, production that will have taken place a few days earlier.
David Crystal OBE FBA FLSW Honorary Professor of Linguistics, University of Bangor IATEFL Patron
Bio: David works as a writer, editor, lecturer, and broadcaster. Born in Lisburn, Northern Ireland in 1941, he spent his early years in Holyhead. He read English at University College London (1959-62), specialised in English language studies, did some research there at the Survey of English Usage under Randolph Quirk (1962-3), then joined academic life as a lecturer in linguistics, first at Bangor, then at Reading. He published the first of his 100 or so books in 1964, and became known chiefly for his research work in English language studies, in such fields as intonation and stylistics, and in the application of linguistics to religious,educational and clinical contexts, notably in the development of a range of linguistic profiling techniques for diagnostic and therapeutic purposes.
10 | P a g e
LMCS SIG DAY (14th April 2016) At the IATEFL Annual Conference, the Special Interest Groups list their SIG Days. These are selections of talks at the conference which are a sample of the breadth and variety of work being done around the world in each special interest field. Each SIG Day includes an Open Forum - your chance to hear about the SIGâ€™s activities and talk to other members of the SIG.
Programme Session 2.1.1 Talk 2.1.2 Talk 2.3 Talk 2.4 Talk 2.5 Workshop 2.6 Workshop 2.7.4 Workshop
Presentation Extensive or expansive: graded readers re-examined Motivating media students with 10second self-produced social media videos Pedagogical innovation in teaching literature, creative non-fiction, copywriting, technical communication Putting the joy back into reading with Ladybird Readers The sounds of writing How to combine short stories and drama Shakespeare and his unruly women: language, power, identity
The Open Forum The LMCS SIG Open Forum is an opportunity for members and prospective members to meet the SIG committee. We will talk about the LMCS SIGâ€™s activities over the past year and discuss future plans. This year we are having the Open Forum as the last event of the day and combining it with a social gathering where you are invited to read a poem/tell a story/sing a song and relax at the end of a long and exciting day.
You don't need to be a LMCS SIG member to come along, find out more about our SIG and meet others. 11 | P a g e
SIG Day Presentations Presenter
Extensive or expansive: graded readers re-examined
Graded Readers or Language Learner Literature is big business. This is evidenced by the ever-growing size and number of graded reader catalogues available and also the introduction of more digital readers. The fact remains, however, that students do not read enough and graded readers are not used enough. This talk aims to address this issue with theoretical and practical guidance.
Motivating media students with 10-second self-produced social media videos
This talk describes a classroom-based research project at Sapporo University, Japan. Low-level ELL media students integrated current news stories with LINE, a social media application, to self-produce 10second movies in English. This multidimensional project motivated students by personalizing their learning experience, deepened their comprehension, engaged them in purposeful writing, and utilized new technologies.
Pedagogical innovation in teaching literature, creative nonfiction, copywriting, technical communication
The presenter uses literary works, speeches, memoires, letters and essays as a springboard to teaching creative non-fiction, copywriting, and technical communication. Through simulation, students practice writing emails, letters, advertisements, proposals, resume, press release, on-line promotion and delivering presentations. They learn to be concise, focused, clear, articulate and confident. This process helps them become versatile individuals ready to join the workforce.
Putting the joy back into reading with Ladybird Readers
Children have always loved learning to read with Ladybird. Their beautifully designed and engaging childrenâ€™s stories, and well-loved characters such as Topsy and Tim and Peter Rabbit have helped many generations on their first steps to literacy. This talk outlines how Ladybirdâ€™s new graded readers series will put the joy back into reading in the ELT classroom.
ELT Creative. UK
Diane Brown Sapporo University, Japan
Inas Kotby American University and Modern Education American School, Egypt
Sorrel Pitts PenguinRandom House, UK
12 | P a g e
The sounds of writing
How can we encourage students to write when the teaching and learning of writing can be so problematic? In this workshop, we will carry out activities which show how teachers can use creative writing using sound imagery to engage learners when writing. We will focus on helping learners gain confidence, explore their writing process and develop their own resources.
How to combine short stories and drama
Students (both young and old) love stories: telling them, discussing them and even performing them. This presentation will look at how we can take both the better-known and lesser-known short stories in literature and improve all of our studentsâ€™ language skills through interpreting plot, discussing themes and characters, watching film adaptations and getting into the characters through role-play.
Shakespeare and his unruly women: language, power, identity
What can the greatest master of the English language teach teachers of English today? In this interactive workshop, we explore how the language of Shakespeareâ€™s plays shows women making the most of their potential to influence their environment. Shakespeare endows his women with a powerful voice, and with some of the most inspiring, liberating words in the English language.
Stephen Reilly Freelance, France
Luke Prodromou Freelance, Greece
Who is who in the LMCS SIG Committee
Christien van Gool
LMCS SIG Coordinator
Discussion List Moderator
Extensive Reading Officer
13 | P a g e
14 | P a g e
Thanks for joining the LMCS SIG at IATEFL Birmingham 2016 See you in Glasgow 2017
15 | P a g e