[Kieran]

Hi Julie,

Thanks so much for your thoughtful response to the questions.

The excellent listener pays full and active attention to the speaker, decodes and interprets what he communicates, encourages the speaker to open up more and more, does not pass judgment.Also, asks for clarification if necessary by paraphrasing what he has listened to, and lets the speaker express themselves without interruptions.

Great summary!

Differences
Active listening is difficult in large classes ( video)
Verbal cues (article) and different references (i.e., Aristotle and Carl Rogers)

Yes. You’ve summarised the differences very well here.

He listens to both patients actively, and he recasts what they say without passing judgment. He manages silence wonderfully, and his body language is very relaxed (he leans forward to show he is close to the patient)

Excellent summary of what makes Carl Rogers such a good listener.

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 analysis of the short films.

1 English for beginners
Such a tender short! Yes.as mentione in the forum, the surprise or native twist does help to foster empathy in this short!!! The epitome of empathy !! The director is great in conveying the surprise or native twist you mentioned, helping to foster empathy.

Absolutely. The narrative twist conveys empathy very well here.

2 STAND UP A remarkable one hundred percent short empathic film, as Encarna mentioned it conveys, ” let’s put ourselves in everyone’s shoes,’ and the close-up and facial expressions of these young secondary students add to the atmosphere.

Yes. The the close-ups of the facial expressions help us feel empathy for the characters.

3 THE READER I loved this short no matter whether it advertises whiskey. We celebrate and toast with alcohol, so why not? The message is this is a big day, and drinking whiskey in great company to celebrate such a significant accomplishment is what matters! The actors do a fantastic job, and the music accompanying the short creates a festive atmosphere.

Great analysis. The music does foster empathy. The actors are indeed excellent. The fact this is an ad for whisky can be exploited to work on media literacy.

4 THE SUPERHUMANS is a lovely short that makes us reflect on those who are less lucky and why we should be more empathic for those who are different. The title can give our students food for thought. For example, should we treat people participating in olympiads with special needs superhumans or just humans? Does the title of the short film does justice to them?

Excellent point about the title and whether we are considering disabled people as just being human or saying they have to do something exceptional to be considered as human.

5 MOMENTS deals with such a universal topic! The director humanizes the subject of homeliness in such a realistic way! One of the best empathic shorts.

Absolutely. The director does manage to humanise the topic of homelessness.

6 MANKIND IS NO ISLAND: a short that addresses the universal topic of homelessness in big cities once again! A repeated tragedy. Director’s outstanding achievement! Let’s not look away! We can all be there; The soothing music accompanies us to focus and pay attention to the signs! The director’s irony and sarcasm of the slogan of the city will look after you struck me !!

I completely agree with you that this film is an amazing achievement with virtually no shooting budget. My only criticism is that the quality of the film footage is very poor.

7 PROJECT LITERACY – The Alphabet Of Illiteracy
It’s a very moving short and a great message: literacy as a tool for liberation. Visuals and music are excellent and powerful to put across the message and thus foster empathy. A very clever title for a literacy campaign, as well!!

Excellent analysis. The music, visuals and text all grab our attention and emotions. The title is very clever!!

Thanks again for your great analysis, Julie.

All the best,

Kieran

[Kieran]

Hi Julie,

Thanks very much for your excellent in-depth evaluation of the Extensive Viewing framework and guide.

Students and teachers might benefit from the seven-stage framework extensive viewing to foster empathy if we want to integrate multimodality in our existing curriculums. It is hard work for us teachers, but it will pay for our students in the long run. The guide is a fantastic organizer to prepare our plans for the films that students or the teachers choose following the steps which work very well (I tried the guide myself with my students, and now I use it as a template for new films or shorts)

Absolutely. This approach does involve a lot of work for students but it’s worth it as the language and social learning benefits are so great. I’m delighted you like this framework and are using it with your students 🙂

In Stage 1, we activate our students’ background and schemata by getting them to discuss questions related to the film’s story, setting, and theme. The former analysis we encounter in graded readers makes perfect sense to me to do it with movies.

Excellent analysis here.

In Stage 2, I would prefer not to give the more advanced students the reading synopsis since it might spoil the enjoyment of the film, in my opinion. But, on the other hand, the glossary will help students understand the film’s narrative and prepare them for some of the vocabularies that appear in the movie. Therefore, I would not mind giving them lots of words because sometimes it is difficult to predict what language they know.

Yes. Many teachers prefer not to use the synopsis with higher level students.

In stage 3, We prepare our students for linguistic text and grade text, which is crucial!

Yes. this linguistic preparation is essential with a film text.

In stage 4, using subtitles is always helpful. However, some advanced students prefer to go the extra mile and have the challenge of not using them. I find that we need to be flexible and cater to all their preferences.

Good point. Research indicates that even at C1 students need subtitles in the L2, however, it is possible to not use subtitles at this level if students prefer.

In stage 5, Focus on linguistic content and viewing individual sections of the film. Students must revisit the material by re-reading the first section of the glossary and then watching the corresponding section of the film a second time. As they tend, they should try to notice how they use the vocabulary in the glossary in the movie. Finally, students follow the same procedure for the other sections of the film. A very beneficial stage!

Great analysis of this stage.

In stage 6, Focus on multimodal analysis of film text and personal response to the film. In my opinion, it is an enticing activity for discussing the film and reacting to it in class with peers. Thus, examining the questions and noticing how they are analyzing the multiple facets of the film and making a personal response to the film.

Absolutely. It’s essential to not only get students to analysis the film but to also get students to respond personally and affectively to the film.

Stage 7 A vital personal stage for the students make their responses to the film by writing a multimodal review of the film using print text, screenshots, video clips, music, etc. or writing an analysis of critical scenes using print text and screenshots from the film, or recording a video summary of the film. Once again, revisiting the glossaries by using some vocabulary in their response to the film is a great activity!!

Yes. This constant recycling and revisiting of vocabulary is an important part of the framework.

Miss Little Sunshine is a fantastic film to foster empathy. Both Dwayne and little miss sunshine are characters we can all relate to in our lives. They both have to overcome frustrations. There are a lot of cultural capsules inside this fantastic movie! Predicting activities that trigger lots of discussions and pave the way to understand the film better.

Great choice. There are a number of characters in this film our students can relate to and empathise with.

I haven’t seen the other movies, but I’d love to see the perks of being a wallflower with some of my adolescent students. Coming of age movies are the appropriate genre at this age. Subjects of friendship, depression, loneliness, achievement, being understood, feeling of validation are topics that will accompany us for the rest of our lives.

Great point about coming-of-age films. From my experience, I would say that this genre is the one that works best with teenagers and young adults. The genre is also popular with many adults. The type of vocabulary used in this genre is high frequency and really useful for students.

Thanks again for your excellent comments, Julie.

All the best,

Kieran

[Kieran]

Hi Émilie,

Thanks very much for your great answers!

These 4 factors are very serious factors. And I have to say that the 3rd and 4th one are problems that we do face as well for French teaching. It made ma think of the Maslow pyramid of needs… if the foundations (working conditions for us) are not stable, how can you reach in good conditions the top ? Thank you for the example of collective organisation (I personaly think we should go for changes and “take our responsibility” because the system and schools will not take care of us, we have to do it first!) and the impactful conference on mental health.

I’m interested to hear that these factors also affect French language teachers. Your point about Maslow pyramid of needs is spot on. I also think collective organisation is vital.

The syllabus/academic program could be a factor… sometimes the teacher has limited freedom to choose the class contenta and rythm.

Yes. The syllabus oftens limits the freedom of teachers.

Another factor could be simply the relationship that some teachers have with the language they are teaching. You talked about the non-native teachers who are undervalued and this impact their confidence towards the language and in their teaching for sure.

Absolutely. I think this discrimination and undervaluing does affect many teachers’ self -esteem and confidence.

And I would add that sometimes your “WHY” (your mission) as a teacher can be a factor : why are you teaching English, what are you values, why this job…

Yes. I think finding a purpose in life through your teaching is vital.

Thank you Kieran, it was great to finish on this topic.

I’m delighted you like finishing on this topic!

Thanks again for your excellent responses, Émilie.

All the best,

Kieran

[Kieran]

Hi Anthony,

Thanks very much for sharing this article with us.

I came across this article on fb from the BBC future: “The surprising downside of empathy”. I thought it would be interesting to see what arguments one might find in response. How would you respond to it?

https://www.bbc.com/future/article/20200930-can-empathy-be-bad-for-you

I’ve read the article and it makes some good points. However, in my opinion, the author hasn’t done enough enough research and fails to mention that Paul Bloom, the only scientist he appears to have interviewed, is the author of ‘Against Empathy: The Case for Rational Compassion’

The book, as its title suggests, is an attack on the importance given to empathy and an argument for what Bloom calls, ‘rational compassion’. Bloom is something of a maverick and one of the very few high-profile scientists who questions the importance of empathy. I think part of the problem is that Bloom defines empathy as ‘ defines empathy specifically as the act of stepping into someone’s mind to experience their feelings’ but he misses out the empathic concern part. He argues that empathy is completely different from compassion but most experts think empathy has an ’empathic concern’ component which means it’s almost identical to compassion.

After you’ve thought about, compare with what one person had to say:

So taking a random phycologist’s exaggerated version of the meaning of empathy (“stepping into someone’s mind to experience their feelings” ) and the saying it’s not good for us! Obviously that version is harmful because it entails forcing oneself to feel those feelings. That’s not empathy. Empathy means understanding the situation the sufferer is in and adjusting our actions and words in respect really. Most of us can bring in our own experience to help us be the decent people we need to be at that time. Whether that is to say some words of kindness, sit in silence with the person or use it as a catalyst for change etc. Adjusting our emotions to simply match the sufferers helps nobody and is actually debilitating.

This is a great response to the article!

Empathy means understanding the situation the sufferer is in and adjusting our actions and words in respect really.

In my opinion, this is a superb definition of empathy.

Thanks again for sharing the article, Anthony.

All the best,

Kieran

[Kieran]

Hi Anthony,

Thanks very much for your great answers!

1 How serious do you think the factors mentioned in the article are to embedding a culture of empathy in language education?
Very serious. I would say discrimination and mental health being the most pressing factors. It depresses me to think about the working conditions in our discipline. I have been through this – I worked for 1 year and a half for an abusive big name language center in Paris (Inlingua). The contract we had out there was the same they gave seasonal migrant workers (you basically commit to blocking your schedule on a regular basis in exchange for a minimum yearly number of hours). Luckily, I now work full time for a center that was founded by a teacher and who understands our struggles. But, when I look around I often think about changing career path.

Discrimination, mental health and working conditions are all factors which hinder the development of empathy. Thanks for sharing your experience of poor working conditions in the profession. I think many of us have had similar experiences. These poor working conditions contribute to the devaluing of the professional and poor mental health among many teachers.

As for PARNSHIPS, there are some coursebooks dedicated to taboo issues. One of them is: https://www.amazon.com/Taboos-Issues-Photocopiable-Lessons-Controversial/dp/1899396411

‘Taboos and Issues’ is an excellent resource book.

Another is co authored by Luke Meddlings I believe (something with 50 recipes…)

I know this one too. ’52’ is by Luke Meddings and Lindsay Clandfield and proposes 52 ‘subversive’ activities, one for each week of the year. Here’s a link:

http://the-round.com/resource/52/

2 Can you think of any other factors which may hinder embedding a culture of empathy in language education?
Yes, pressure from learners: many come into the classroom with unrealistic expectations. They think that learning means you teaching them.

Absolutely. This is a great point. Students with unrealistic goals add to teacher stress. Many students want to achieve a high level of English without being willing to put in the work necessary to do so.

Thanks again for your excellent responses, Anthony.

All the best,

Kieran

[Kieran]

Hi Anthony,

Thanks very much for your evaluation of the projects.

1 Which of the social justice projects mentioned in the article are of particular interest to you?
Hands up project, ESL Footprint, and the New Internationalist

These three projects are all great with excellent teaching resources.

2 Many of the project have teaching material related to social justice. Which material would you like to try with your students?
In the Hands up Project, I would use many of the short stories and plays if I had young learners.

Yes. The short stories and plays at the Hands up Project are excellent to use with younger learners.

In the New Internationalist, I would use the articles.

The graded New Internationalist articles are excellent.

Thanks again for your great evaluation, Anthony.

All the best,

Kieran

[Kieran]

Hi Émilie,

Thanks very much for your great evaluation of the projects.

1 I’m interesting in the **Hands Up Project** – I had the chance to participate to a workshop that ****Nick Bilbrough presented in Athens and I was impressed by how storytelling has an impact on these children.

This was at the Image Conference, right. It is an excellent project and Nick is a very good storyteller.

2 I would like to use the teaching materials from the No project. The themes of the lesson plans are very well defined and I could adapt it for French.

The NO Project teaching resources are superb. I’m happy to know they would work in French classes too.

3 Definitely, I think we (French teaching industry) should be inspired by these project connecting the use of the language with these universal values. I admire the actions of the ELT footprint and will talk about it.

Good to know these project could be an inspiration to the French teaching industry.

Thank you Kieran for this topic and discoveries.

You’re very welcome!

Thanks again for your great evaluation, Émilie.

All the best,

Kieran

[Kieran]

Hi Émilie,

Thanks very much for your great evaluation of good and bad listener characteristics.

Yes completely. These points are making clear the “what” to say. I think the “how” is also important : you can communicate a lot withe the tone of your voice and para-verbal details.

yes. How you say something and parakingustics are both vital.

2 So true – we often use this high-risk answer just because we want to help and make them feel ok… because learning a language can be so uncomfortable. I don’t remember who said that learning a language is a bit like hugging a cactus – you can never get entirely comfortable… and so we have naturally this attitude of **reassuring** !

Yes. I think we quite possibility use these high-risk strategies more as language teachers as we want to reassure our students. I love the hugging a cactus analogy!

When I think of the classroom, often, when we ask a question and that we expect an answer, we tend to say “OK/Um-humm” which means “I heard your answer but it is not the one I expect. And the students understand it for sure ! This could be a bit dangerous.

Absolutely. I think it’s very common for teachers to ask a question and to have just one answer in mind, and then not accept any answers which are not exactly the one they want!

3 I love the idea behind “I just feel the same” as we can express feeling about learning a language. But before using this activity, I would go for “the listeners” : what a beautiful idea to think about who is listening to you well in your life and who you like to listen. I found this reflection powerful. The “good/bad listeners” activity could be as well a nice initial reflection to open a cycle on listening.

Yes. We don’t often reflect on good and bad listeners we’ve encountered in our lives, and this type of reflection is rewarding.

Great ideas Kieran, thank you !

You’re very welcome!

Thanks again for your great evaluation, Émilie.

All the best,

Kieran

[Kieran]

Hi Émilie,

Thanks very much for your great analysis of the article and videos.

1) The video is giving concrete examples and situations. We learn as well that a good listener is helping others to clarify their thoughts and finding the reason behind their problem.

The article gives us information on research and quotes from expert and is taking the perspective of a teacher. The video is targeting “all” listeners. To be a good teacher listener is as well something specific as it is part of the student-teacher relationship.

A very good summary of the similarities and differences between the article and video.

I keep as well from the video that good listeners welcome vulnerability, make the other feel at ease with it.

Yes. Vulnerability and putting the other person at each are both vital.

Non-verbal communication : the school of life did not mention it, but I found it important.

Non-verbal communication is essential to active listening.

Love the reference on Socrates and Aristotle, and that there are no book with title “The listener” ? It made me smile. It is so true… we put the light in the society and schools mainly on how to speak.

It’s curious that we don’t give much importance to listening when it’s such a vital life skill.

2) I appreciate Carl Roger’s style. He uses silence (something that we are not at ease in society). He is so truly present…. and patient. His posture forward says everything. He is checking that he is well understanding by paraphrasing.

Yes. He uses silence beautifully and is truly present throughout.

What I keep in mind is that the art of active listening is empowering for the one who is speaking/the student.

Absolutely. Active listening does empower both the listener and speaker.

Thank you for this topic Kieran !

You’re very welcome!

Thanks again for your great analysis, Émilie.

All the best,

Kieran

[Kieran]

Hi Émilie,

Thanks so much for your thoughtful response to the question.

Thank you for this lesson Kieran ! Very interesting the paragraph on the etymology of empathy and its translation in German and English.

You’re very welcome. The etymology of the word empathy is really interesting, isn’t it?

– Do you think the governments of Canada, Australia and Singapore were right to add the fifth skill of viewing to their English language curricula? Why or why not? Definitely ! We need to have the tools and strategies to read images in our society.

Absolutely. As communication is increasing multimodal and visual in nature, we need to be able to read images.

– Do you agree that that traditional four skills are not sufficient to describe the type of communication taking place nowadays? Why or why not? Yes – we and our students are mainly “consumer” of all this visual work, which means passive. By working on this in our classed, we can grow attention, and make them become active viewers, being able to appreciate and evaluate everything they see. The next step is to make the student creator of this multi-modal texts as you encourage it in the viewing guides for example.

Absolutely. This move form passive consumer to active viewer and creator of images is vital.

– What do you think of the videos which show the viewing frameworks in action in the classroom? I think that it is always a lot more interesting to SEE the frameworks at work and in action. ?

Yes. The videos help us to see how these seemingly abstract framework can actually be used by classroom teachers.

– Which framework do you like the most? What do you like about it? I love the See, Think, Wonder that I have been using for two years. What is incredible is that it is working for all ages, from kindergarten to university ! Fostering so many reflections but in such a SIMPLE way…

I’m delighted to hear you’ve been use this routine for a couple of years and that it’s working so well with so many different types of students.

***

1. I AM THINKING OF the topic of human rights and freedom FROM THE POINT OF VIEW OF the woman.
2. I THINK… that it is my right to demonstrate my opinion, and that I am not afraid of facing other’s opinion. And I think that the best way to display a reaction and “show teeth” is to smile.
3. A QUESTION I HAVE FROM THIS VIEWPOINT IS How long will it take and how can I make people really listen to me to understand my perspectives ?

This is a great use of the routine.

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

All the best,

Kieran

[Kieran]

Hi Émilie,

Thanks very much for your great analysis of the short films.

Thank you for these 7 short-movies Kieran !

You’re very welcome!

– The **surprise** effect

Yes. The surprise or native twist does help to foster empathy.

– The big role of **music** : it is making the message more explicit and touches our deep feelings

Definitely. If we watch these films without the music, they don’t have the same dramatic impact nor do they make us feel so much empathy for the characters.

– Everything that has an impact on the **rythm** : close-ups, camera moves, colors, crescendos of music, contrasted feeling, the unexpected

Yes. All of these elements impact on our empathy.

– The plot that enable to transform a personal story into something **universal**. For me “universality” is synonymous to empathy in a way.

Absolutely. This universality is vital. I think in language learning materials there is far too great an emphasis on differences and how people are different and not enough focus on commonalities and what we share.

Thanks again for your great analysis, Émilie.

All the best,

Kieran

[Kieran]

Hi Émilie,

Thanks very much for your great evaluation of the Extensive Viewing framework and guides.

1. The seven-stage framework is giving valuable autonomy to the students regarding comprehension skills. It is giving them strategies to diminish as well the fear of not understanding. The classroom time with the teacher can focus on the oral activities and sharing of experiences and perceptions. Love the structure of the guide.

Excellent analysis of the framework.

One question : are the students watching the movie alone at home, or it is planned in the course ? I would prefer letting each student watching it alone, but I am wondering if all movies are easily accessible to the students. How do you do as a teacher ? Are the students buying the movie ?

Very good questions. Just as in Extensive Reading where students read at home, Extensive Viewing requires students to watch the films and TV series at home. This is a fundamental part of Extensive Viewing. Students view what they want, where they want. Classroom time is spent on analysing and interpreting the film. All of the films i write guides for are on streaming platforms such as Netflix, Amazon Prime, HBO, etc. This means that most students have access to them. The main problem with implementing Extensive Viewing programmes was that students didn’t have access to films in the L1. This is no longer the case in many parts of the world.

Such a clear and good work, this framework Kieran !

I’m delighted you like the framework 🙂

2. The extensive viewing guide of Little Miss Sunshine is fostering reflection and empathy through the topics of differences, diversity and mental health issues. It explores as well the themes of what should/should not be success & family. The guide is asking different questions on each members and their relationships.

This is a very good choice. The diversity of characters makes it an excellent film for analyzing the characters and this fosters empathy.

The extensive viewing guide of A beautiful mind is fostering empathy and light on the topic of mental illness. Through the questions and study of the main character, the student can “go in his mind” and almost understand things from its perspective.

Another good choice. Yes, this film does allow students to explore the theme of mental illness through analysing the character of the protagonist.

Thanks again for your great evaluation, Émilie.

All the best,

Kieran

[Kieran]

Hi Émilie,

Thanks very much for your great evaluation of extensive reading and the extensive reading books.

1 I would maybe go for “Turtles” because I found it in French and I think that the topic of mental health issues has to be more addressed in classrooms. And through the story of a story character and empathy fostering activities, it is going to be easier to talk about it.

I’m delighted this book is in French too! I completely agree with you about the need to address mental health issues in the language classroom as they are still sadly a taboo topic. You’re absolutely right this type of book makes it easier for us to introduce the topic of mental health in the classroom.

2 I don’t have the experience yet, but I would like to use “Les Misérables” in graded readers version to foster empathy. The character of Jean Valjean… the most beautiful example of the redemptive power of compassion and love I think !

I can see a graded version “Les Misérables” working really well with students. Stories of redemption are very powerful.

3 It is the same for French language teaching… First of all, I think that it is because the teachers are not themselves “reader” or consider it as a difficult activity for lg learning, that they have not experienced by themselves the concept of extensive reading and that they dont know which books to choose to start with. Another “fear” is that the student are more autonomous and we/the educative systems are not used to it ?

This is a great analysis. Yes, if the teacher isn’t an avid reader, they are unlikely to propose extensive students to their students. I completely agree with you about some teachers being afraid of giving students more autonomy.

After this lesson, I want so much to start to implement extensive reading for me and my students ! And I think I would like first to experiment for myself, as an English language learner. Do you know any ready-program of readings or a Reading extensive class I could follow myself ? Or maybe I could start by reading the 7 books you mentioned Kieran.

I think it’s a brilliant idea to try out Extensive Reading as an English language learner! Unfortunately, I don’t know of any ready-made programs or classes. Extensive Reading programs are normally organised att schools and universities, especially in Japan and South Korea. However, reading the seven books i recommended would be a good start.

And I have another question : when would you rather do the extensive reading ? During the class or as a homework at home ?

This is a good question. Extensive Reading should be done for homework not in class.

if you’d like to find out more about Extensive Reading here are links to a talk titled ‘Bringing Extensive Reading into the Classroom’ by Richard Day – a leading ER expert.

Part 1: https://www.youtube.com/watch?v=ydj-UaRjhXQ&ab_channel=TheErfoundation

Part 2: https://www.youtube.com/watch?v=pMKS4I7BHuE&ab_channel=TheErfoundation

Part 3: https://www.youtube.com/watch?v=gZMUMjBh_FQ&t=14s&ab_channel=TheErfoundation

Thank you for this lesson again !

You’re very welcome, Émilie :-).

Thanks again for your great evaluation, Émilie.

All the best,

Kieran

[Kieran]

Hi Émilie,

Thanks very much for your excellent answers.

circle of view points : interesting to implement it as a “routine”, an habit. It enables the student to use it alone as well. The activity can be used as well with students having difficulty by seeing other’s perspective. It is making it explicit. It could be used to dig into a topic. I did it for example on a unit on “old age”. I ask the student to think the topic from this specific perspectives : what would say an historian on the topic ? An economist ? A politician ? A priest ? etc.

Very good analysis of this routine. i really like the way you used it on the topic of old age with your students. At Project Zero of the Harvard Graduate School of Education, where these routines are developed by teacher-researchers, they recommend making these routines part of the classroom culture and practise, so that they do in effect become ‘habit’s as you point out.

Empathy fostering questions : I love it because you are approaching the novel or film from an affective perspective and not only objective. and this will impact a lot more the students.

Definitely. This affective approach can have a much great impact on students.

Readers empathy workshop : What a great idea is this workshop ! Because 1) students make connections with their own life, 2) they share, 3) and you make them imagine what’s next so that they dig even more in the novel/story.

You’ve summarised the benefits of this routine very well.

Character questions : interesting and important – thank to these questions, students are invested to take position with what they are reading. They are becoming active reader !

Yes. These questions really do help students become more active readers as we are moving away from asking what happened to why it happened which is much more challenging for students but ultimately much more beneficial.

Empathic roleplay questions : yes, roleplay, such a common activity in the language classroom could be upgraded by asking the student to work on his character feelings more deeply.

Yes. Roleplay in the language classroom is an excellent activity but rarely do we give students a chance to really get into their character. These questions help them to do this.

Thank you for all the ideas Kieran !

You’re very welcome, Émilie 🙂

Thanks again for your excellent answers, Émilie.

All the best,

Kieran

[Author]

Posts