NEWSLETTER
Welcome to one more installment of Discussing Concepts. This time, we will start with a presentation of the principles of multimodal pedagogies. We have already discussed central concepts to this perspective (e.g. modes, design) and, in the following issues, we will go over the principles of multimodal pedagogies. If you want to a short summary of the principles I introduce them in our Newsletter 5 where I first discuss multimodal pedagogies. I will mainly draw on a chapter (Practical and theoretical articulations between multimodal pedagogy and an intercultural orientation to second/foreign language education) published last year, where I present and discuss these principles. I refer to the first principle as: A shift from language to communication and meaning making as pivotal elements in language teaching.
FEB/ 2022
ASOCOPI CALL,CMC & MULTIMODAL PEDAGOGIES SIG NEWSLETTER
Materials Development and Didactics as a Special Interest Group continues encouraging teachers to walk through the path as material developers that go beyond the EFL class settings to embrace profound and not always visible sociocultural dynamics. Throughout my experience as a language learner, materials developer, teacher educator and researcher, my perspective of teaching the English language and culture has change. This implies, moving away from teaching English using meaningless global EFL textbooks underpinned by top-down teaching methods and approaches, which overlook students’ complex experiential culture, endorsing a reductionist view of culture as a static, monolithic, and immutable phenomenon. Moreover, textbook content neither regards our students’ genuine realities and concerns nor contemplate high order thinking- oriented learning activities and strategies.
MARCH/ 2022
ASOCOPI Materials Development and Didactics SIG NEWSLETTER
For a long time, preschool students have been perceived as passive agents and simple recipients of what the curriculum and the teacher propose as learning elements. Based on the national perception children are “unique, singular human beings, able to explore, feel, have an opinion, disagree, pose a problem and find a solution” (MEN, 1998). Preschool teachers need to analyze and refine the conception of who the child is in the classroom, so that, more opportunities can be provided for students, and their potential can be exploded in a very enriching way. At preschool, children are thinkers, doers, adventurous, curious and aware agents. It is important to remember that teachers are the guides who create meaningful rituals and patterns along the process, who construct by their side through social interaction and emotional connection. Within this path, teachers must reflect on their daily praxis, their beliefs, and the actions they do every day in order to re-signify their conception about who the child is.
MAY/ 2022
ASOCOPI Children´s Language Learning SIG
NEWSLETTER
Welcome to one more installment of Discussing Concepts. This time, we will start with a presentation of the principles of multimodal pedagogies. We have already discussed central concepts to this perspective (e.g. modes, design) and, in the following issues, we will go over the principles of multimodal pedagogies. If you want to a short summary of the principles I introduce them in our Newsletter 5 where I first discuss multimodal pedagogies. I will mainly draw on a chapter (Practical and theoretical articulations between multimodal pedagogy and an intercultural orientation to second/foreign language education) published last year, where I present and discuss these principles. I refer to the first principle as: A shift from language to communication and meaning making as pivotal elements in language teaching.
FEB/ 2022
ASOCOPI CALL,CMC & MULTIMODAL PEDAGOGIES SIG NEWSLETTER
In this issue, we would like to share with you, two of the most powerful lessons we have gotten while working with teachers around the country and their diverse scenarios. As a group, we are convinced that creating a community of practice is essential to teach our kids English and fundamentals for a better society.
MAY/ 2021
ASOCOPI CHLIDREN´S LANGUAGE LEARNING SIG NEWSLETTER
Materials Development and Didactics as a Special Interest Group opens a line of research that challenge cultural, political, and knowledge hegemony in EFL Education. It questions the uncritical use of generic, commercial, and colonised EFL textbooks produced by foreign publishing houses or their localised branches. As a result, it contests their cultural and knowledge decontextualization by endorsing other contextualised and decolonised ELT materials produced by teachers and students.
APRIL/ 2021
ASOCOPI MATERIALS DEELOPMENT AND DIDACTICS SIG
NEWSLETTER
