So let’s start with a story, courtesy of Jon Rye Kinghorn: Once upon a time there was a class and the students expressed disapproval of their teacher. Why should they be concerned with what others were thinking and feeling and doing? And the teacher said she had a dream in which she saw one of the students 50 years later. The student was angry and said, ‘Why was I not warned? Why was I not better educated? Why did my teachers not tell me about the problems and help me to understand? You helped me extend my hands with incredible machines, my eyes with telescopes, radios and sonar, my brain with computers, but you did not help me extend my heart, love and concern to the entire human family. You, teacher, gave me half a loaf.’
Do you feel, like me, that you want to add an extra dimension, maybe the other half of the loaf, to your English teaching? Maybe you’re confused about whether you’re allowed to do this, which materials to start with, or how far you can go? We have a wonderful opportunity in ELT, as we are often free to choose the ideas, texts and content at the same time as we 5 develop students’ language and skills. It’s unfortunately the case that many language contexts are meaningless, or too vague to mean much, and we could often engage students far more effectively by injecting some real meaning that could have a lasting impact, help develop values and understanding of others, and maybe even lead to active change and help make the world a better or fairer place for all.
|Place Of Publication:||United Kingdom|
|Published:||05 Jun 2017|