IMAGINATION IN THE LANGUAGE CLASSROOM Professor John Maloney

IMAGINATION IN THE LANGUAGE CLASSROOM

Professor John Maloney

Introduction

One of a teacher’s most difficult tasks is to engage student interest in the given course material.

Textbooks are a great resource for structure and content, but they have limitations.

Introduction

Research demonstrates that students learn more deeply if they have engaged in activities that require applying classroom-gathered knowledge to real-world problems.

Tell me and I forget.Show me and I remember.Involve me and I understand.

Introduction

How can we incorporate real-world problems into the language classroom?

Textbooks offer us some solutions, but they are generally a “one size fits all” solution.

Furthermore, they encourage book-mediated learning, which does not reflect real-world language usage.

Introduction

One of the greatest resources available to a teacher is the imagination of the students.

It is an infinite realm of possibilities… and it always operates at the appropriate language level.

We can use student imagination to generate a simulated “real-world” engagement with the material.

Some Limitations of Book-Based Content

Many books, but few topics (shopping, health, travel).

Students’ interest in topics as presented in book form varies (or does not exist).

Students’ language abilities in a single class can vary widely, but textbook content is generally at a specific level (one size fits all).

Students tend to work “within the lines” of textbook activities, which tends to limit the depth of their engagement with the language.

Advantages of Student-Generated Content

Students have a personal connection to the material.

Each student generates material at their own level.

“Peer Learning” is encouraged: students of various levels can work together negotiating the material.

Activities can be scaled according to student interest and ability.

Activities can be tailored by the instructor to address specific needs of the class (vocabulary, grammar points, special topics, etc).

Imagination in the Language Classroom

Today we will discuss four ways to incorporate imagination into the language classroom:

Single-Word Visualization (passive)Teacher Role Play (active)Student Role Play (active)Guided Journey (passive)

Single-Word Visualization

Ask students to close their eyes and relax.

Tell them that you will say a single word, and that they should “see” whatever their imagination shows them.

Tell them to use all of their 5 senses, and also to notice how they feel.

Where are you? Who else is there? What’s happening? How do you feel?

Tell them to notice details: sounds, smells, colors, feelings, etc.

Single-Word Visualization

After about 15-30 seconds, have the students open their eyes and share what they saw in pairs or trios.

Tell them to share as much detail as possible – but that they don’t have to share anything uncomfortable.

Allow 1-2 minutes for sharing, and then repeat.

Single-Word Visualization

Types of words for Single Word Visualizations:

Physical / TangibleApple, Tree, Puppy, Bicycle, Pizza

SituationalBirthday, Christmas, Dinner, School, Vacation

EmotionalHappy, Frightened, Tired, Angry, Proud

Abstract / ConceptualFreedom, Unfair, Honest, Rich, Smart

Single-word visualizations are particularly useful in reinforcing vocabulary and topical lessons.

Single-Word Visualization

NOTE: The same exercise can also be done with phrases:

On my next birthday…I wish I had…When I grow up I’ll…If I had a billion dollars…

There is no limit to the input as long as it allows for the student to creatively “finish” the idea.

Role Play

Teacher Role Play

Student Role Play

Teacher Role Play

The teacher presents his/herself to the class as a character with a problem or a need:

Ex: “Hi, my name is Romeo. I have a girlfriend, Juliet, we actually just got married in secret – but our families hate each other. What can we do?”

Have the students help you solve your problem. This can be done as a class, or in groups (each group come up with 3-5 pieces of advice).

Encourage questions. No advice given should be “wrong”. Keep asking for more options. Encourage “crazy” advice.

Teacher Role Play

The teacher role play can be based on a well known character or story – or tailored to fit recent curriculum.

For example, at Christmas time the teacher could play Santa Claus with a broken leg, or a bad child who wants to get a present.

Generally, the bigger the problem, the more students tend to engage.

Student Role Play

Students should each choose a role and decide on a problem. It often works best if there is a common theme for the class:

Famous people from real life.

Famous characters from movies or stories.

Other members of their own families.

Superheroes, cartoon characters, animals, etc.

Student Role Play

Make small groups of 3-5 students.

The first student introduces themselves (in character) and explains their problem.

Encourage the other members to ask questions and get more detailed information.

Finally, each group member should offer advice in turn.

Then switch to the next student, until each student has had a chance to role play.

Student Role Play

TIPS:

As a class activity, after the exercise is complete, each group can share some of their favorite advice with the whole class.

To make it more fun, group members can be instructed to offer (in order) Good, Bad, Awful, and Crazy advice.

If there is a particular grammar (or topical) target, the instructor can require that questions or advice should include the target.

Guided Journey

GUIDED JOURNEY (or Creative Visualization):

An imaginary trip or experience that is guided by the teacher.

Guided Journey

It is important to have a specific location, or “setting”, for the journey: a forest, the student’s home, a shopping mall (or store), another country, another planet, etc.

The setting can also be a very useful way to incorporate the language or topical target.

Guided Journey

Some Suggested Elements:ObjectsColorsPeople / AnimalsActivities / ActionsVocabulary / Topical Targets

Try to guide students to “discover” the elements.

Don’t be too specific in your descriptions, rather, ask questions in order to allow students to fill in the fine details.

Guided Journey

Example:You walking in the night market. What do you see? What do you smell? Who’s there? How do you feel? You are looking for (INSERT COLOR) things.How many do you see? Remember three. Now, you see something you want to buy. What is it? Do you have enough money? How do you feel? Now you see someone you know. They want to tell you something. Listen carefully and remember what they say.

Guided Journey

Example:You are walking down a road in the countryside. What is the weather like? What do you see?Listen to the sounds... what do you hear?You see a __________ on the road. What do you do with it?As you walk along you see a house. You walk up to the door. In your hand you have a key. What does it look like?Open the door and walk into the house. What do you see? How do you feel? Is anyone there?Go into the kitchen. What do you see in the kitchen?Look on the table. There you will find a message for you. What does the message say?

Guided Journey

TIPS:

Explain clearly what you are going to do.Set up the room so that it is comfortable. Maybe turn off the lights (or some lights).Speak slowly and clearly.Repeat key words and phrases.Give students some time to “settle in” to each episode.Give students some time to “come back” after the journey.List the main “Elements” on the board before discussion to aid the students in remembering.

Guided Journey

NOTE:A guided journey is a tour through the imagination. It can be a very powerful tool, and sometimes the images that come up are not appropriate for sharing.

Make sure to be sensitive to the students’ personal boundaries.

Review

Today we discussed four ways to incorporate imagination into the language classroom:

Single-Word Visualization (passive)Teacher Role Play (active)Student Role Play (active)Guided Journey (passive)

IMAGINATION IN THE LANGUAGE CLASSROOM

Professor John Maloney