This new Dossier explores
how Hollywood cinema has portrayed teachers, both in their
professional and in their private life, on the one hand, by
reflecting society's beliefs and attitudes, and on the other
hand, by helping to spread images of teachers which are
often stereotyped and seldom consistent with the real
situation and the contradictions of schools. Although
focussed on American schools, the Dossier presents
a series of criteria useful for reflecting on and discussing
any school system and its teachers.
A productive teaching/learning process requires a
cooperative "class climate" as well as positive personal
relationships, used as the basis of effective teaching
strategies. Movies provide many examples of how teaching and
pedagogical choices can be interrelated. Teachers are at the
centre, not so much for their charisma (à
Professor Keating in Dead poets' society) as for their
ability to use their communicative potential to foster
students' learning and growth in autonomy.
explore this intriguing topic with the help o a wide range
of movies, from Mona Lisa smile to The class, from
blows to (obviously!) Dead poets’ society …
Development Journal • Volume 1: Issue 1 • November 2017)
This paper reports the
results of a survey carried out on the beliefs and
attitudes held by Italian upper-secondary school students
about foreign language learning.
The survey used metaphors as a powerful tool to explore this
hidden dimension of language learning.
If we accept the idea that motivation is neither
a natural gift nor the result of fortuitous circumstances, then we need to
consider its multiple dimensions: the influence of interpersonal and
sociocultural relationships, the impact of the learning tasks which are set in
the classroom, and the dynamic interplay of personal values, beliefs and
perceptions which shape the language learner’s identity.
autonomy means helping students find their own personal
balance between dependence (on such factors
as the teacher and the textbook) and self-regulation. If we become
more aware of the degree to which we support and challenge learners in
our management of tasks and interaction, we can then
better evaluate our teaching style, the activities we
use, and our students' motivational profiles.
This paper introduces the concept of "learning
modules", i.e. elements that can be fitted together flexibly
according to different teaching needs and situations. The
"modular systems" thus obtained are described in terms of
ther advantages and classified according to their specific
function in implementing a language syllabus.
intermediate students of English A new look at grammar rules: read
texts, solve problems and discover the rule! (For intermediate
students of English)
This paper argues for strategy education across the
curriculum as a whole-person engagement,
involving the activation of cognitive,
affective and social factors, and as a
descriptive, experiential and explicit
competence - solving communication problems despite
inadequate command of the linguistic/sociocultural code
- is an important feature of both L1 and L2 interaction.
Teaching approaches will have to ensure that students
consider authentic situations where strategies play
a significant role; become aware of strategies through
observation and discussion; and face problem-oriented,
open-ended interactive tasks which require strategy
use to negotiate meanings and intentions.
demands, with their emphasis on competence and performance,
prompt us to investigate the role that learning strategies
can realistically play in the learning/teaching process,
both from a cognitive and from an affective-motivational
point of view. Learners should not just be "trained"
to use strategies - rather, students and teachers should
engage in a mutual effort to negotiate their own specific
contribution to learning tasks.
The challenge of
plurilingual education:Promoting transfer
across the language curriculum
A plurilingual curriculum is
responsible for promoting the transfer of knowledge,
beliefs/attitudes and skills across languages, so that
learners can both profit from their previous L1 and L2
experiences in learning an L3, and, conversely, feedback
their new L3 competence into their L1 and L2.
Learning styles are as much affected by cultural factors as
all other areas of individual differences. Such factors,
while shaping individual identity, should not lead to undue
generalization or even stereotypes. Within multicultural
educational institutions, possible clashes between learning
and teaching styles can only be dealt with through processes
of awareness raising, mediation and negotiation.
Learning strategies: bridging
the gap between competence and process
Learning strategies have
long been recognised as a key tool to empower students and
promote learner autonomy. Recent debates on school reform,
however, invite us to clarify the place that strategy
instruction may have in a new curriculum, with special
regard to the concept of “competence” and to the interaction
between “process” and “product”. Powerpoint presentation
in pdf file