Transcript Diapositiva 1

Life in the time of the
Roman Empire: Exploiting a
short story in TBLT-CLIL
David C. Hall & Teresa Navés
https://sites.google.com/site/navesteresa/apac
https://sites.google.com/site/dchall01/
www.ub.edu/GRAL/Naves/
[email protected]
APAC 2011. Barcelona. UPF
Barcelona, Catalonia, Spain
• Eaude, M. (2006). Barcelona: The city that reinvented itself. Nottingham: Five Leaves.
www.fiveleaves.co.uk
• Eaude, M. (2007). Catalonia: A cultural
history. Oxford: Signal Books.
www.signalbooks.co.uk
• Durgan, A. (2007). Spanish Civil War.
(Studies in European History)
Palgrave Macmillan.
Barcelona & Catalonia
M. Eaude
“Learning is learning to think.”
Dewey (1933/1986, p. 176)
“Properly organized learning results
in mental development”.
Vygotsky (1978, p. 90)
The process of putting something into words is similar to
the process of working out a problem.
Part I. David C. Hall introduces
Barcelona & Catalonia by
M. Eaude
Chapter 3 from Eaude’s
Barcelona
Eaude, Michael (2006)
Barcelona: The City
that Re-invented itself.
Nottingham: Five
Leaves.
TASKS
1. Examine this mind map
Botellón
Esponjament
Again and again
young people
commented to me
that they were
unaware there
had been a
revolution in
1936...
(Andy Durgam cited
in Eaude, 2006: 68)
Chapter 3
Strange &
Valuable
It's symbolically just
incredible that the
square named after
George Orwell is
among the first in
the city to be under
video surveillance.
(Manu Chao cited in
Eaude, 2006: 55)
http://en.wikipedia.org/wiki/Christopher_Hitchens
In Catalonia (...) the history of the defeated was finally celebrated
As a victory. A square (...) was named Plaça George Orwell
(Hitchens cited in Eaude, 2006: 54)
Tasks
2. Chapter three is entitled “Strange and Valuable”. If you can’t think why read
the first page and find out why Eaude might have chosen “Strange and
Valuable” for this chapter. (Tip: See the last two words of the quotation by
George Orwell from Homenage to Catalonia which opens the chapter (p.54))
3. In the light of the fact that M. Eaude chooses to entitle one of his chapters
about Barcelona after Orwell, to what extent do you think Eaude likes /agrees
with Orwell’s view of Barcelona and Catalonia?
Chapter Three
Strange and valuable
“I had dropped... into the only community of any size
in Western Europe where political consciousness and
disbelief in capitalism were more normal than their
opposites... One had been in contact with something
strange and valuable.”
George Orwell, Homage to Catalonia.
(Eaude, 2006: 54)
Pre-reading tasks
4. Examine the pictures and try to figure out what they are. Where were
those pictures taken? Have you heard of Plaça George Orwell? Have you
ever been there?
5. Have you read or seen 1984? Do you know who wrote 1984? Have a look at
the pictures. What do they suggest?
Chapter 3: “Strange and Valuable”
Chapter Three
Strange and valuable
“I had dropped... into the only
community of any size in Western Europe
where political consciousness and
disbelief in capitalism were more
normal than their opposites... One had
been in contact with something strange
and valuable.”
George Orwell, Homage to Catalonia.
(…)
Chapter 3: “Strange and Valuable”
Plaça Orwell
At the end of the century, we Orwell
fans were excited to see that a new
Barcelona square was to be named after
him. From New York, Christopher
Hitchens hailed this lyrically:
“In Catalonia three years ago,
the history of the defeated was finally
celebrated as a victory. A square near
the Barcelona waterfront was named
Plaça George Orwell...” (…)
Chapter 3: “Strange and Valuable”
The Plaça Orwell is a small triangular space
opening off the Carrer dels Escudellers
(Street of potters). Though hardly a stone’s
throw from the City Hall and Catalan
Government buildings on the Plaça Sant Jaume,
Escudellers is one of the most irreducibly
rough streets of the Ciutat vella. Novelist
Stephen Burgen called it “a gloomy pissdrenched street cheered only by the aroma of
chickens spit-roasting on a wood fire outside
Los Caracoles restaurant" -- and he wasn't
writing of Genet's day, but in 2002.
(…)
Chapter 3: “Strange and Valuable”
The creation of the Plaça Orwell is part
of the City Council’s strategy of
knocking down slum buildings in the
Ciutat vella to create small open
spaces. This policy, known as
esponjament -- i.e. inserting little
holes, as in a sponge --, both reduces
the area’s extremely high population and
leads towards gentrification and making
the area more tourist-friendly.
(…)
Chapter 3: “Strange and Valuable”
The square's troubled short
history reveals some of the
contradictions. After it was
sponged out in 1997, the Plaça
Orwell rapidly became a hang-out
for late-night drinkers and drug
users. Conflict between youth
using the square and the police
erupted into skirmishes several
times in 1999 and 2000.
(…)
Chapter 3: “Strange and Valuable”
As a result, in Summer 2001 the
Plaça Orwell was selected for a
pioneering social experiment.
Street cameras connected directly
to the police station were
installed. Drug dealers would be
deterred and unsuspecting tourists
straying down from Carrer Avinyó
would be properly protected.
(…)
Chapter 3: “Strange and Valuable”
Manu Chao, son of Spanish exiles, brought
up in Paris and now master of the
mestissage of styles that has become the
main style of today's anti-capitalist
movement, lives on Carrer Avinyó, where
100 years ago Picasso had a studio.This
uncompromising radical poet did not miss
the irony: "It's symbolically just
incredible that the square named after
George Orwell is among the first in the
city to be under video surveillance."
(…)
Chapter 3: “Strange and Valuable”
However, resistance to 1984 lives:
the camera cables have been
frequently cut. Even uncut, their
effectiveness is slight: there is
less bag-snatching or drug-dealing
in the Plaça Orwell, but these
activities have just moved further
along Escudellers.
(Eaude, 2006:55)
Excerpts from Eaude’s
Catalonia
Eaude, Michael (2007)
Catalonia: A Cultural
History. Oxford: Signal
Books.
Roger de Flor
PRE-READING TASKS
1) Is there a street in your city named after Roger de Flor? If so, is it a major
street or a narrow one?
2) Do you know whether there are any statues of Roger de Flor? Have you
ever seen one? If so, do you remember what he was like? What was he
wearing? Do you remember his clothes? Was he dressed as a politician, a
doctor, a soldier, a priest, a scientist, etc.?
3) Many hotels in Catalonia are called “Roger de Flor”, any suggestions why?
4) What have you heard about Roger de Flor? In which century did he live?
Did he speak Catalan? Where was we born? How did he earn his leaving?
Roger de Flor was an impoverished son of a
German nobleman. A terrible situation:
impoverished, he had nothing to eat, but as a
nobleman he was not prepared to work like
anyone else. (Eaude,2007:53)
Roger de Flor
WHILE / POST-READING TASKS.
1) Roger de Flor was the son of a very poor German
nobleman who did not have any money or job training
except possibly with arms. How do you think he earned
his living? Imagine what sort of life he had.
2) Look at this statues of Roger de Lluria from Tarragona,
Barcelona and elsewhere. How whealthy (rich) and
influential do you think he ended up being / was?
3) Why do you think there are sculptures of Roger de
Lluria in so many Catalan cities?
His skill with arms, ruthlessness and
leadership qualities took him from povertry to
wealth and European notoriety in just fifteen
years. (Eaude,2007:53)
Almogàvers
PRE-READING TASKS
1. Do you know of any soccer team supporters
called Almogàvers? If so, what are they like?
Why do you think they chose to call themselves
Almogàvers?
2. Examine those pictures. What do they suggest
about who the Almogàvers were?
3. In your city is there a street called Almogavers?
They were, of course, not kindly visitors to Greece and
Asia Minor. They did not practice Catalan “pacting”:
imperialists do not pact with the people they conquer.
Still today, in some parts of coastal Sicily, when parents
want to frignten their children into behaving, they hiss:
“The Catalans are coming, the Catalans are coming”.
(Eaude,2007:56)
L’ Alger
TASKS
1. Where is Catalan spoken? Name all the countries where Catalan is spoken
2. “Habláme en cristiano” Are you familiar with this “request”? Do you know
who used to make this request? Do you know why?
3. Think of the nationalist, socialist and conservative parties in Catalonia and
Spain and their points of view about the use of Catalan and Spanish in
schools. Who claims Spanish is being
http://eu.musikazblai.com/alaitz-eta-maider/hablame-en-cristiano/
"Háblame en cristiano" esaten digute
Euskal Herrian gaude ta ze uste dute?
"Hablame en cristiano" esaten digute
Espainian gaudela uste al dute?
"Hablame en cristiano" esaten digute
"We allways speak cristiano" uste al dute?
"Hablame en cristiano" esaten digute
Euskal Herrian gaude ta ze uste dute? Astazapote!
L’ Alger
Modern Catalan nationalists are proud that Catalan is
spoken in four states: France, Spain, Andorra and Italy.
However, nationalist pride should be nuanced: as
John Payne points out in his Catalonia, it is only
spoken in L’Alger (on Sardinia and that part of Italy)
because conquering Catalans threatened with prison
or death those who refused to speak it. This is mirrorimage of Franco’s 1940s insistence that only Castillian
Spanish be used should make Catalans reflect before
rushing to celebrate the geographical range of their
language.
(Eaude,2007:57)
Verdaguer
L’Emigrant by Jacint Verdaguer
Dolça Catalunya,
pàtria del meu cor,
quan de tu s’allunya
d’enyorança es mor
...
Task.
In chapter five,Michael Eaude translates into English L’Emigrant, “quite simply the
best-known Catalan poem in Catalonia” (p. 65). However, the first five stanzas are
missing. Eaude has not translated the first first verses reproduced above.
Can you think why?
Verdaguer
He was born in 1845 to a peasant family in Folgueroles,
a village three miles from Vic. Out of nine children he
and three others reached adulthood. At the age of ten
he was sent to the seminary at Vic, walking there and
back every day. This was no indication of religious
vocation: indeed at 14, Verdaguer ran away to be a
soldier, though he got no further than Figueres. Being
sent to the seminary was common among younger sons
of the poor, if they showed signs of intelligence. It was
the only way of educating them for a job with a certain
social status; it meant a mouth less to feed; and it was
very important for the Catalan inheritance system.
(Eaude,2007:64)
Picasso
Tasks
1) Was Picasso Catalan?
2) Could Picasso speak Catalan?
3) Was Picasso a Communist?
4) Where is one of the most famous Picasso
museums?
Picasso
Pablo Picasso was not
Catalan. He came from
another great Mediterranean
sea-port, Malaga in
Andalusia. However, his best
(not at all his most
comprehensive) museum is in
Barcelona. (…)
Picasso
Although he spent under a
decade in Catalonia (18951904), he identified with
it. It is where he spent his
adolescence and early
adulthood, learnt his craft,
formed his personality and
developed his left-wing
politics. (…)
Picasso
He marveled at Barcelona, with
its modern industry, its
mediaeval streets, its great
bourgeoisie and its powerful
revolutionary movement. In
Barcelona, he became Picasso, the
most famous painter and great art
revolutionary of the twentieth
century. That is why 60 years
later he chose Barcelona for his
Museum.
(Eaude,2007:115)
Dalí
Tasks
Cap de Creus
Port Lligat
Dalí
The conservation of Cadaqués is
attributed to the building
controls the rich were able to
exert to keep their remote
refuge intact. That is true
enough, but not the whole
truth, for in the 1950s Dalí
sought direct intervention from
General Franco for protection
of the coastline. Franco
responded, with a decree
protecting Cap de Creus. (…)
Dalí
Indeed, today under the democracy,
free enterprise is building apace
around Port Lligat and invading some
of the remoter parts of the Cape
(ignoring its status as National
Park). We owe the conservation of the
headland not just to its remoteness,
and not to an enlightened bourgeoisie,
but rather to the Dictator himself and
the only great Spanish artist who
could stomach him.
(Eaude,2007:127)
Miró
Tasks
1. Were Miró and Raimón friends?
2. Guess how Miró and Hemingway met?
3. Miró and Picasso were commissioned to paint a
mural each one for the Pavilion of the Republican
Government at the Paris exhibition. Picasso
painted the Guernika. What do you think Miró
painted?
Miró
In 1925 an obscure 26 year-old
American journalist bought Joan
Miró’s La Masia, The Farm, for 250
dollars. He didn’t have the cash, but
ran around the expatriate bars of
Paris to beg and borrow the asking
price off friends. Triumphant, he
carried the huge canvas home in an
open taxi – measuring 147 x 132 cm,
it was too big to fit in a closed
car. He had to ask the driver to
slow to a crawl as the painting
billowed in the wind.
Miró
The picture was a present to his
wife, who hung it above their bed.
Miró came to see it and approved of
its new home. The journalist was
Ernest Hemingway. When he separated
from Hadley, his first wife, in 1927,
she sent round a list of goods she
wanted Hemingway to deliver to her
new flat.(…) On delivering it to
Hadley, he burst into tears. Whether
this was because the impact of what
he had done in leaving Hadley finally
hit him at that moment or because he
could not bear to part with La Masia
is not clear.
(Eaude,2007:133)
Miró
Miró’s third
political painting
was the most
famous poster of
the Civil War, his
‘Aidez l’Espagne’
(Eaude, 2007:139)
Task
What do you think
this poster was
about?
“Because the acquisition of
information is so dependent on
reading, the measurement of
readability of materials is of
great concern.”
(Blau,1982: 517)
Task-Based Learning TBL
• Task complexity ¿=? Linguistic difficulty
• Cummins’s (1984) highly cognitively demanding
yet heavily contextualised tasks
• Two-way tasks (Long, 1994)
• Planning time results in better learners’
performance.
• Meaningful tasks:
– Info-gap
– Non-linguistic but content aims
– Purposeful
– Etc.
Task-Based Learning TBL
Initial Evaluation aims to
1. Check learner’s prior experience
2. Check learner’s background
knowledge
3. Raise expectations
4. Anticipate some content and
objectives
5. Detect potential problems
Content Schemata
Content schemata are more helpful to
EFL reading than linguistic simplification
- Steffensen, Joag-Dev, and Anderson (1979).
–
–
–
–
–
Steffensen and Joag-Dev (1984),
Carrell (1987),
Johnson (1982), Kang (1992),
Oh (2001),
Hossein Keshavarz & Reza Atai (2007)
Against Linguistic Simplification
• Blau (1982)
Learners benefit from the information regarding relationships
that is revealed by complex sentences. Short, simple sentences
actually are an obstacle to comprehension
• Strother and Ulijn (1987)
NS and NNS comprehension of original texts v. texts that are
simplified syntactically but not lexically confirms that LS does not
make texts more readable.
• Parker & Chaudron (1987)
LS does not make a text easier to understand as a whole
• Britton, Gulgoz, and Glynn (1993)
Presenting content in appropriate ways improves readability
much more than text simplification
Against Linguistic Simplification
• Yano, Long, & Ross (1994)
Elaborated input
• Oh (2001)
Elaboration is more facilitative than simplification.
Low-proficiency students did not significantly benefit from
simplification.
• Byrd (2000)
“these [simplified] materials can remain difficult because of
the loss of connectors and other language used to guide
the reader through the text” (p. 2).
• Hossein Keshavarz & Reza Atai (2007)
LS impeded the comprehension and recall of the contentfamiliar texts.
Extensive Reading
• Krashen (1994) makes a strong case for extensive
reading as an effective and efficient path to
obtaining input for acquisition.
• Ellis (1995) points out that moderate to low
frequency words occur much more frequently in
written texts than in common speech, thus
offering greater opportunity for acquisition.
– The reader also has time, when needed, to form and
confirm hypotheses about meaning and usage.
– Speech, on the other hand, may pass by too quickly
for this to be done.
Benefits of Extensive Reading
• Janopoulos (1986) found pleasure reading in English the
variable correlating most strongly with English writing
proficiency among ESL students,
• Tsang's (1996) study, time spent reading proved more helpful
to learners' writing (language use and content) than time
spent writing.
• Hafiz and Tudor (1989; 1990), in companion studies in ESL
(England) and EFL (Pakistan) contexts, also recorded
significant gains in writing proficiency (accuracy, fluency,
range of expression) resulting from extensive reading,
• Mason and Krashen (1996) reported that students in
extensive reading based courses enjoyed greater relative
gains in reading speed, writing proficiency, and performance
on cloze tests than their counterparts in reading
skills/grammar-translation based courses.
Extensive Reading
• Both Hafiz and Tudor and Mason and Krashen also observed
positive effects on attitudes towards English among extensive
readers.
• Robb and Susser (1989), comparing extensive reading based
and skills based reading curricula, saw extensive readers
improve their reading skills at least as much as the control
group, while reportedly enjoying the process much more.
• Gradman and Hanania (1991) found extensive reading for
personal interest and enjoyment to be by far the strongest
influence on scores on the TOEFL and its subsections including
listening comprehension
• Elley (1991), reviewing a number of empirical studies,
reported significantly greater gains in reading, writing,
listening, and speaking skills among primary school children
involved in "book-flood" programs than ones receiving
traditional audio-lingual instruction, particularly as
assessment was extended over longer periods (one to three
PISA basics
In every OECD country
• 5,000 to 10,000 students
• 2-hour paper-and-pencil tests:
Test items are a mixture of multiple-choice items and open
questions.
• at least 150 schools
• every 3 years
• in different fields, focusing particularly on one each year:
– 2000: Reading literacy
– 2003: Mathematical literacy
– 2006: Scientific literacy
PISA looks at literacy in terms of
important knowledge and skills needed
in everyday life not in terms of mastery
of the school curriculum.
Reading Literacy
“An individual’s capacity to
understand, use and reflect on
written texts, in order to achieve
one’s goals, to develop one’s
knowledge and potential and to
participate in society”.
(PISA, 2006 p.46)
Reading Literacy assessed by
1. Wide range of text format
– Prose or continous texts:
•
•
•
•
narration,
exposition,
description,
argumentation…
– Non-continous texts: Lists, graphs, diagrams…
2. High order reading processes
– Retrieving info
– interpreting the text
– Reflecting on and evaluating its content and format…
3. Situations
–
–
–
–
For personal use: novels, biographies, letters…
Public use: official docs…
Occupational use : manuals, reports..
Educational use: textbooks…
Assessing Literacy
• Scales with an average score of 500 and a standard
deviation of 100 for all three domains.
• The reading scales were divided into 5 levels
of knowledge and skills.
– Level 1: 335 to 407
– Level 2: 408 to 480
– Level 3: 481 to 552
– Level 4: 553 to 625
– Level 5: more than 625
PISA 2006 Reading Results
• There has been a general drop in reading
comprehension scores in all countries in 2006.
• The drop is particularly striking in Spain, down
to 461 points.
• These results are frankly disturbing and
confirm the poor Spanish performance in the
international IEA PIRSL reading
comprehension study done on 9 year-olds
(4th grade)
PISA 2006 Reading Results Spain
• Spain obtained a qualification of 461 points,
fourth from the bottom, ahead only of
Greece,Turkey and Mexico.
• Spain was the country that saw the most severe
drop from the previous assessment in the year
2000
• The highest levels in reading were those of South
Korea (556 points), Finland (547), Hong Kong
(536) and Canada (527).
http://www.elperiodico.cat/default.asp?idpublicacio_PK=46&idioma=CAT
&idnoticia_PK=464310&idseccio_PK=1021
LOE 2006
In light of the poor results for reading
comprehension in Spain, the 2006 Education
Act (LOE) calls for more time to be specifically
devoted to reading in all grades.
The LOE also calls for teachers of all subjects to
be responsible for the development of reading
comprehension in their classes. (Reading
across the curriculum)
What do PISA results mean to the
EFL teacher?
• The idea of the LOE that reading needs to
be worked on in all subjects means that
teachers of EFL also have this
responsibility.
• Reading and writing skills learned in
English class can be applicable to reading
and writing in the student’s native
language, and vice-versa. (Cummins’s
transfer of skills)
• One enemy of good writing is fear, fear of
taking a stand. Good writing is clear, and
being clear means being definite.
In good writing,
the writer
- not only wants to say something but has
something to say (purpose)
- thinks about how to say it effectively
- knows who she is writing for (audience)
- organises her ideas
- plans before writing (planning time)
- revises what she has written (drafts)
Against Linguistic Simplification
•
•
•
•
•
•
•
•
Blau, E. K. (1982). The effect of syntax on readability for ESL students in Puerto Rico.
TESOL Quarterly, 16, 517–28.
Parker, K., & Chaudron, C. (1987). The effects of linguistic simplification and
elaborative modifications on L2 comprehension. University of Hawaii Working Papers
in ESL, 6, 107–133.
Strother, J. B., & Ulijn, J. M. (1987). Does syntactic rewriting affect English for science
and technology (EST) text comprehension? In J. Devine, P. L. Carrell & D. E. Eskey (Eds.),
Research in reading in English as a second language. Washington, D.C.: TESOL.
Britton, B. K., Gulgoz, S., & Glynn, S. (1993). Impact of good and poor writing on
learners: Research and theory. In B. K. Britton, A. Woodward, & M. Binkley (Eds.),
Learning from textbooks: Theory and practice (pp.1–46). Hillsdale, NJ: Lawrence
Erlbaum Publishers.
Yano, Y., Kong, M., & Ross, S. (1994). The effects of simplified and elaborated texts on
foreign language reading comprehension. Language Learning. 44, 189–219.
Byrd, H. P. (2000). It’s all the same grammar: Re-thinking grammar at various
proficiency levels. Retrieved from
http://www.gsu.edu/~eslhpb/grammar/info/same.htm#Tradition
Oh, S. Y. (2001). Two types of input modification and EFL reading comprehension:
Simplification versus elaboration. TESOL Quarterly, 35, 69–96.
Hossein Keshavarz, M., & Reza Atai, M. (2007). Content schemata, linguistic
simplification, and EFL readers’ comprehension and recall. Reading in a Foreign
Language, 19(1).
Thank you very much
Moltes gràcies
Muchas gracias
•
•
•
2. Comprehensible Input And Acquisition
Research indicates that second language acquisition can be aided by explicit language study (e.g.,
rule giving, consciousness raising, vocabulary work) (Ellis, 1990; Schmitt, 1995), and meaningful
language use (Brown, 1994; Long, 1990) in interactive contexts (Pica, Young and Doughty, 1987;
Swain, 1985). There is, however, strong evidence that the primary requisite for significant
acquisition is massive comprehensible input (Krashen, 1988; Nation, 1997). Although many would
argue that input alone is not sufficient for gaining native-like fluency in a foreign language
(Lightbown and Spada, 1993), few would deny its necessity.
The key concept here is comprehension or understanding. No one learns a dissimilar second
language merely by listening to unintelligible talk radio in the L2. Learners must be able to draw
meaning from the input they attempt to access (Krashen, 1988; Ying, 1995). Conversely, not
everything need or should be understood; "I+1" input, for which the learner occasionally has to
infer meaning or wait for more data is seen as ideal for acquisition (Krashen, 1988). With more and
more such input, the learner is repeatedly exposed to words, expressions, structures, and aspects
of discourse. With each exposure, the learner adds to his or her mental mapping of these features
and how they are used in the target language (Ellis, 1995). In other words, learners begin to form
ideas of the meaning and usage of new features, while extending and deepening their
understanding of more familiar onesjust as learners acquire much of their first language (Krashen,
1988).