[Kieran]

Hi Rebecca,

yes, Yolanda’s answer to the question is really excellent!

Cheers,

Kieran

[Kieran]

Hi Yolanda,

Thanks very much for your in-depth evaluation of how you could introduce an Extensive Viewing programme at your institution. Your answer is excellent.

If I were introducing an Extensive Viewing framework to my boss, I would present collected data on how current students are faring. I would conduct qualitative and quantitative data on modern teaching practices.

This is a very empirically sound way of presenting your arguments.

Additionally, presenting broad research about TEFL students’ learning methods and retention may be helpful.

Great point! Research shows that multimodal texts such as films help students retain more language.

Afterward, I would provide research, examples, and testimonials from students and teachers who have embraced this method. .

Another excellent idea. I love the idea of having testimonials from students and teachers who have embraced this method

The benefits of the program would be more student engagement and more language retention

These are two of the key benefits of this type of programme.

Because students are already saturated with multimedia/multimodal images, it would make sense to integrate this into learning. Teachers can be more creative with teaching methods and materials.

Absolutely! it makes perfect sense to integrate multimodal texts into teachers’ pedagogy and students’ learning.

The institution has the distinction of being an early adopter and stands out from other institutions with its offerings. If students stay committed and engaged, the institution can use the results when marketing.

This marketing aspect is really important too.

An obstacle to consider may be frequency, time, and/or price. For example, how many times will the students see the same film as an activity– is it spaced out, like in one month and then activities? Or is it within two weeks (one week to enjoy and then one for homework)? Institutions may have to test this with different levels to see how it works in real time.

I’m really happy that you’ve considered the aspect of time and price. The programme would be very time intensive but if the pedagogical benefits are considerable, which I believe they are, we can justify the investment.

Additionally, media equipment may be an obstacle. It is a good idea, but institutions may consider how to structure it to make it realistically viable.

Media equipment is important to consider. Most institutions in the West, have the equipment to carry out the programme, but if they don’t , the initial investment is expensive.

Thanks again for your excellent comments.

All the best,

Kieran

[Kieran]

Hi Rebecca,

Thanks very much for your great answers here.

I think you may have put your answers in the wrong thread. If I’m not mistaken, they should have gone in Lesson 1: Module 1, but it isn’t a problem; I’ll reply to them here.

For my students I would use “sony bravia bouncy balls”

This is a very impactful and fun video!

I would perhaps have an image of a bouncy ball and simply ask as a pre-question how many of these do you think is needed to be able to fill a whole street?

I love the idea of using an image of a bouncy ball here and the question you’ve chosen.

Then they would answer the questions to “video ads activity sheet”

Yes, using the ads activity sheet at this stage makes perfect sense.

perhaps have something connected to how this ad was created, perhaps a behind the scene to this ad.,

I love the idea of having an activity connected to how the ad was created.

also I would hand out vocabulary connected to ad/movie making and feelings.

Yes, introducing some vocabulary for the metalanguage of filmmaking would be great here.

Outcome would hopefully be an understanding of the effort it took doing this ad. also vocabulary connected to ad/movie making and feelings.

These would be solid otcomes.

Post question could be – Can you describe the feeling you got from the ad and why, also do you think you would be able to create an ad like this, why or why not?

Both of these would be excellent post-viewing questions.

Thanks again for your great answers here.

All the best,

Kieran

[Kieran]

Hi Yolanda,

Thanks very much for your insightful answers.

For this activity, I chose to analyze the viewing guides for Sleepless in Seattle and The King’s Speech. To me, both films were goal-directed; they both addressed overcoming odds to achieve something. While Sleepless in Seattle focuses on meeting a romantic interest, The King’s Speech focuses on improving communication. Of the two guides, I think The King’s Speech would work well with my students. I think they would relate to the challenges of communication and overcoming barriers.

I think both Sleepless in Seattle and The King’s Speech are excellent choices.

3 Preview Questions
I would focus on three previewing questions related to the British monarchy, speech impediments, and the title of the film to activate the students’ knowledge. For advanced students, I would include the question about production design.

Those preview questions would work really well. Yes, the question about production design might be better for more advanced students.

Film Synopsis
For lower levels, I would pair images of actors with simpler words for the synopsis.

This makes perfect sense.

I would also use the movie poster to discuss what the movie conveys to an onlooker.

Yes, using the poster here would be excellent way to engage students.

Vocabulary
To avoid overwhelm, I would limit it to 10-12 keywords. If it is a higher-level class, I would use the less frequent ones. I would also create a bingo game where they can check off the words they recognize.

I like the way you’ve selected the vocabulary items you’d like to present according to their level.

Post-viewing Questions
I would post a question from each category.

Yes, choosing one question from each category is a good option. Another option is to choose one otr two categories and go into more depth by asking more questions about each category.

Write an analysis of a key scene in the film.
Because my learners range from A1 to C1, this would be the easiest to adapt. I would not have A1 tackle this. I would adapt it to the learners’ level. For the A2-B1 example, I would use prompts to help students construct simple sentences.

Yes, this is easy to adapt to the learners’ level.

If students are still learning with me, I would revisit the film after a year and grade it according to their current level.

I really your idea of revisiting the film after a year!

If I used the Sleepless in Seattle viewing guide, I would use the same method as above, but use the previewing questions based on the following:

Expectations– Students’ expectations of romantic comedy and an example
Prediction– Sleepless in Seattle– what will the film be about? What does Sleepless convey?
Personal Experiences– What feelings would arise if you moved to a new city?

This would work really well.

Thanks again for your great answer, Yolanda.

All the best,

Kieran

[Kieran]

Hi Yolanda,

Thanks very much for your great analysis of the 5Ss and 5Cs framework – it’s really thorough and insightful.

Setting
The setting takes place in the family dining room. As the daughter enters the dining room, the husband and wife are already eating dinner. Traditionally, the dining room is meant to bring family together. Not only does the family nourish their bodies together, it can also be a time to check in and bond. What is shown is an illusion of family bonding. There is a tense family dynamic, with emotions running high. The husband and wife are arguing because he quit his job. The husband has said that he feels invisible. The daughter, unfortunately, is a witness to all of this. Clearly, it’s a unhappy situation. The illusion of the perfect life is shattered, particularly for the wife., particularly for the wife.

Your analysis of the setting is really excellent. You’re spot on when you point out that the illusion of the perfect life is shattered in the scene.

Social Issues
The social issues explored in the film are marriage, mental health, and the cost of pursuing the American Dream. In this case, ‘Keeping Up with the Joneses’ means that people are staying in unhappy situations. The daughter appeared unhappy, and may have been battling low self-esteem/depression. The husband was unhappy, but started to take steps to find happiness. The wife was unhappy but masked it by acting as if everything is fine.

You’ve analysed the social issues represented in the scene really well. There are so many issues covered in 2 minutes.

Character
The protagonist (husband) has started to take steps to live life the way he wants. The wife doesn’t really talk to him anymore. He starts to speak up for himself which upsets the wife. Unfortunately, he does not acknowledge his daughter because he is so focused on himself and asserting his needs. He takes the opportunity to ‘be seen’ by throwing a plate of asparagus at the wall. The main characters are very unhappy, angry and dismissive of one another. The wife also ignored the daughter because she was so upset that her husband quit. She did hear him say that he had another job. Also, she refused to acknowledge that he quit; she kept saying he lost his job as if he did not choose to quit. Sadly, the daughter had to witness this spectacle of her parents hating each other.

A fantastic analysis of the three characters. You’ve also highlighted the dynamics of their relationships really well.

Color
The colors are sage green and white. The tablecloth is blue and white. The green sage color seems to be a muted shade popular in suburban homes. The husband is also wearing a similar shade of green, perhaps blending into the background. What is interesting, however, is the use of lighting. It is dark, with the exception of the candles and the table. Perhaps it was meant to suggest intimacy, but it is the opposite. It seems to highlight the darkness of their family life. The candles light the place just enough to eat, but not see clearly. This may suggest the desire not to see everything so clearly.

You’ve analysed the colour and light really thoroughly. I agree that the muted colours are supposed to suggest intimacy but as the scene evolves the effect is the opposite – there really is a darkness to the family’s relationships.

Thanks again for your thoughtful analysis, Yolanda.

All the best,

Kieran

[Kieran]

Hi Yolanda,

Thanks very much for your great answers!

I think the governments of Canada, Australia, and Singapore are fostering a different way of learning English. Unfortunately, I do not know what the curriculum was like before the addition of viewing. Based on the videos, viewing helps to promote critical thinking by intentionally watching visual media. Because many societies have visual-driven cultures, it is important to assess and understand what we see. It can be easy to passively take in visuals. With a critical eye, teachers can guide students to create their own meaning from visuals. It also fosters discussion with others. Visual literacy is becoming increasing important because it can inform our communication.

This is a very thorough and thoughtful answer. Yes, both multimodal literacy and visual literacy are increasing important in societies dominated by images and multimodal texts.

The four skills are important, but communication methods are constantly evolving. Naturally, listening and speaking are among our main ways of communicating. However, visual literacy is becoming very important due to social media and the Internet. A lot of information can be gleaned color and sound for example. Even visual features connected to writing, like font and font size, can convey information. Coupled with other visual features, it can communicate an overall theme as well as nuanced information.

Yes, I completely agree with you that communication and literacy are constantly evolving. I think the idea of communication evolution rather than communication revolution is much more useful for us as teachers.
Yes, font and font size can convey important information.

I found them interesting. Since the questions are open-ended, they facilitate more communication than yes-or-no questions. The students seem to enjoy finding many items in the picture and creating meaning together.

I’m really happy that you found the frameworks useful.
Yes, the open-ended nature of the questions is vital for facilitating more communication.
Yes, the idea of students creating meaning together is really important.

While I like them both, I do like the See Think Wonder video. I like learning what the students wondered about. While the observations are concrete, wondering invites different perspectives and thoughts. It would be interesting to learn what students are thinking about.

The ‘See Think Wonder’ wonderful is fantastic. It generates so much thinking, communication and language. The simple nature of the routine is deceiving, it’s actually a very sophisticated routine.

It invited viewers to participate actively in watching the video. Coupled with the voiceover, it was multimodal. Viewers had to ‘read’ the visuals to uncover the theme.

This is a really good analysis of the video.

The film encourages people to slow down and consider the visual message. It also encourages people to digest information mindfully rather than mindlessly, and create original content.

Yes, absolutely. As you rightly say, the key is actively digesting information rather than passively consuming it.

I think it is important not to take images at face value. It’s important to slow down and really consider what is presented. Sometimes, there’s more than meets the eye.

Yes, spot on. We’re constantly bombarded by images and multimodal texts so we need to slow down and reflect on the messaging we are being sent.

Thanks again for your excellent responses, Yolanda.

All the best,

Kieran

[Kieran]

Hi Yolanda,

Thanks very much for your great analysis of the activities.

Film and video should be used in the classroom because they support more nuanced, natural communication between people. Instead of learning vocabulary and grammar in isolation (from a textbook, for example), students can experience the entire communication process in action. For example, students see vocabulary and grammar integrated with tone, non-verbal communication, and context. This lifts English off the textbook pages, bringing it to life. Students will gain a deeper understanding and a clearer meaning of communication in English.

This is an excellent answer. Yes, I Agree with you about the natural communication you hear and see in film and video. Students see grammar and vocabulary in a real context, as you rightly say. Students do gain a greater and more meaningful understanding.

For my A2-B1 students (based on current methodologies), I would use the film prediction worksheet. It gives students the opportunity to use grammar (ex: past, present, and future tenses) and reflect on time. Using film and video can show the characters in present time while showing how the past impacts their present, and the present impacts their future. It also primes students for higher-level thinking. Students can discuss the possibilities of the outcome, which employs more hypothesizing (particularly for B1 students).

Yes, the predictions worksheet is popular with both teachers and students. You’re absolutely right that the worksheet can be adapted for use with any level but it does work especially well at A2-B1.

Finally, the film characters worksheet works for my students as well. Here, students can describe personality, characteristics, and behavior. Students can lean into descriptions such as adjectives, idioms, similes, and metaphors. During discussions, students have the chance to express themselves and listen to others.

A great answer. Yes, the character worksheet works very well and is excellent for expanding vocabulary. It is also very good at fostering speaking and listening, as you point out.

Depending on the level, they can also learn how to listen and respond when they disagree with someone’s perspective. Characteristics that are valued in one culture may be seen differently in another. This could expand their viewpoint, both personally and culturally.Depending on the level, they can also learn how to listen and respond when they disagree with someone’s perspective. Characteristics that are valued in one culture may be seen differently in another. This could expand their viewpoint, both personally and culturally.

Yes, this cultural perspective is really interesting. It could be excellent for fostering intercultural communicative competence.

Thanks again for your great analysis, Yolanda.

All the best,

Kieran

[Kieran]

Hi Yolanda,

Thanks very much for introducing yourself. Great to have you on the course.

I’m looking forward to working with you on the course.

All the best,

Kieran

[Kieran]

Hi Rebecca,

Thanks so much for your thoughtful response to the questions.

Yes I think they were right to add a fifth skill. The four skills that I am teaching, I think might not be enough – since we have got viewing everywhere we go, and so much more that previous years.

Yes, it does seem sense to add more skills or micro-skills to the curriculum. Most teachers see that in the current communication and literacy environments, we need to expand our concept of literacy and what it means to communicate effective.

The video resonates to everyone, all of us get bombarded with images and sounds and everything. The message, might be, that we need to understand and press “pause” sometimes in what we see and hear, I agree completely with the massage!

Yes, I think your analysis of the message is spot on.

I’m happy to hear the message of the video resonates with you.

Thanks again for such a thoughtful and insightful response to the Activity.

All the best,

Kieran

[Kieran]

Hi Rebecca,

Thanks very much for your great evaluation of the activities.

The first one I believe would work the best, is “tell me questions” – These questions could be used in all levels – basic questions (all students) – general (all students, though perhaps in some cases, not to the lower levels) – special questions (intermediate and advanced students). Usually, I have got 2h classes with my students, and after 1h we have a break – with students of all levels preferably then I need to have assinnments where I can have all levels in one, sort of. That is why I like this one, I suppose!

Yes, this is always a popular one with both teachers and students. The fact is can be used at all levels makes it very practical. The Tell Me Questions are, as you say, a great tool to fully expand language.

Also, I like the assgnment “language study” – there the students aren’t only working with information, they are working with the language, with the linguistic bits, in a way.

Yes, this is a good one to help students see how language is used in an authentic context.

The last one, which I think would suit my students is the “trailer activity”. Here the students can be placecd with a partner and in being two, one can write – the other one doesn’t need to – which can be good if you like speaking and not writing or vice versa.

I agree that the Trailer activity sheet is great. Trailers are an excellent way to engage students and make them excited about viewing the whole film. Trailers are also a great way to activate students’ background knowledge and schemata, and also to get them to make predictions and speculate.

Thanks again for your great evaluation.

All the best,

Kieran

[Kieran]

Hi Rebecca,

Thanks very much for introducing yourself. Great to have you on the course.

I’m looking forward to working with you on the course.

All the best,

Kieran

[Kieran]

Hi Julie,

Thanks so much for your thoughtful responses to the questions.

1 How serious do you think the factors mentioned in the article are to embedding a culture of empathy in language education?

In this course, we are all on the same page to stressing the importance of including PARSNIP topics not addressed in ELTcoursebooks. As I mentioned in our previous forums, we should integrate education into our everyday lives. We should deal with diverse subjects as language teachers since we teach precise language to communicate different topics. Students need to relate to what they learn, and we should cater to include all sorts of materials. I‘ve also supplemented the coursebooks with authentic material that I prepare on my own.
Like Mariana, I’m considering ordering the Raise Up books to check them out.

This is a great answer! I’m delighted to hear you’re thinking of ordering the Raise Up books.

2 Can you think of any other factors which may hinder embedding a culture of empathy in language education?

I sometimes experience what Anthony shares in the forum “ pressure from learners: many come into the classroom with unrealistic expectations. They think that learning means you teaching them.” I speak with students and especially parents, so that students commit themselves. We can guide them, provide interesting material and encourage them by giving them positive feedback, but their learning will depend on what they do with what we offer them and with the previous knowledge and experience they come with to class. As teachers, if we are highly committed, students appreciate and, in general, act accordingly.

Excellent point about pressure from students with unrealistic expectations. I completely agree that if we act as a role model of a committed and empathic person students should reciprocate.

Thanks again for such a thoughtful and insightful response to the Activity, Julie.

All the best,

Kieran

[Kieran]

Hi Julie,

Thanks very much for your great evaluation of the projects.

he no project! wow I’ m fascinated with this material

The NO Project is amazing. Personally, I think their materials are the best of the projects we’ve looked at.

I’d like to try GOLD COSTS MORE THAN MONEY. In fact all the plans look amazing!

It’s a great lesson plan!

the cocoa slave trade as well!!many years ago I used this documentary! I highly recommend it !

Thanks very much for the recommendation. I’ll check out the doc!

Thanks for these incredible projects, Kieran can’t wait to explore tehm all!!

You’re very welcome, Julie 🙂 I think you’ll love all of the project when you explore them more.

Thanks again for your great evaluation, Julie.

All the best,

Kieran

[Kieran]

Hi Julie,

Thanks very much for your in-depth evaluation and analysis.

I think these countries found that it was very beneficial to add the fifth skill in their English curricula since visual stimuli pervades our everyday life. It is a great idea since it is the role of educators to motivate and make the learning process a realistic and enjoyable one.

I completely agree with you here.

Yes, I agree!!! This fifth skill allows students to do more critical analysis of visual stimuli which are increasingly common in our daily lives, something which the other four skills do not necessarily allow us to do.

Great point about viewing allowing students to do more critical analysis of visual stimuli which are increasingly common in their daily lives.

I think they are great for B2 level and up given that these viewing frameworks require language and structures which students of lower levels may not handle.

Good point. I actually think that students at B1 could deal with both videos.

SEE THINK WONDER. I find it’s a great template to guide our students when analysing images and make them see, think and subsequently wonder. I like the fact that student take an active role in the process and the teacher becomes a facilitator.

This is a very popular routine. As you point out, students do play a very active role and the teacher acts as a facilitator.

1. I AM THINKING OF… the topic/issue/situation … FROM THE POINT OF VIEW OF… the
GIRL IN THE PICTURE.
2. I THINK… describe the topic/issue/situation from your viewpoint. Be an actor – take on the
SHE IS A PROTESTER. SHE FEELS CONFIDENT THAT SHE IS RIGHT. SHE HAD AN ARGUMENT WITH THE GUY NEXT TO HER WHO SEEMS TO BE ANGRY. THE POLICEMEN STEPPED IN TO CALM DOWN THE SITUATION.
3. A QUESTION I HAVE FROM THIS VIEWPOINT IS… ask a question from this viewpoint.
WHY AM I BEING PROSECUTED?
WRAP UP: What new ideas do you have about the topic that you didn’t have before? What new questions do you have?
The man next to her now apologizes and she accepts his apologies. Will you accept my apology?

Great perspective-taking here!

Thanks again for your excellent comments, Julie.

All the best,

Kieran

[Kieran]

Hi Julie,

Thanks very much for your great analysis of the active listening activities.

1 Do you agree with the six things active listeners do? Can you think of any other things good listeners do?
I do!! listeners show they care for the other person and that energy is felt immediately and sometimes not many words are necessary.

Excellent point about not having to say very much to be a good listener.

OPEN QUESTIONS

Excellent strategy so that the speaker opens up and communicates what he needs.
SUMMARIZING great activity to let persons know you are actively listening.

Very good analysis of these two.

REFLECTING
I find this strategy can sometimes feel a bit mechanical.

Yes. I agree we have to be careful with reflecting to ensure it doesn’t seem mechanical and show that we are really listening.

CLARIFYING
Only if necessary, perhaps.

Good point.

SHORT WORDS OF ENCOURAGEMENT
Yes!!! They are so necessary!!

Absolutely. These words of encouragement are often essential.

REACTING
Essential so that the speaker feels they are not alone that we are actively listening and are empathetic!

Yes. Showing the listener they are not alone is vital.

2. Do you agree with the six “high-risk” responses bad listeners do? Can you think of any other things listeners do?
These responses are typical of bad listeners! I couldn’t agree more! Maybe answering a mobile call while they are speaking is not what a good listener would do.

Excellent point about mobile phone use!

I JUST FEEL THE SAME is a great activity to train students to actively listen to each other and give them vocabulary in connection to express their feelings. Essential language for students to tell how they feel and for listeners to express empathy eventually. Storyteller is a great activity to use in class to help students with strategies to overcome frustration and embarrassment using the language. Shyness is a universal feeling most of our students share.

Excellent evaluation of this activity. Great points about storytelling and shyness.

LISTENERS, I find this is an excellent activity for students to reflect about what type of listeners they are themselves.

Yes. We rarely get students to reflect on themselves as listeners.

SILENT LISTENERS
Essential activity. We can actively listen without speaking and, as suggested, by making eye contact – leaning towards our partner – not fidgeting or letting our attention wander – not folding our arms and trying to have open body language – encouraging our partner by nodding and smiling occasionally.

Absolutely. This activity helps students focus on essential paralinguistic skills.

GOOD LISTENERS
A brainstorming activity to reflect on the subject and boost necessary vocabulary !!!

BAD LISTENERS
Another brainstorm activity to reflect on the subject and boost necessary vocabulary !!!

Yes. These two activity do help students focus on the subject and also increase their vocabulary.

Thanks again for your great analysis, Julie.

All the best,

Kieran

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