Chapter 11. Dyeing the mosaic

Chapter 11. Dyeing the mosaic

     As the end of the first year of the Master's slowly approaches, one of the aspects that stands out the most as an element I learned greatly about is intercultural competence. Before starting the English Methodologies class, it would most likely go overlooked, as I had never realized its genuine importance in schools and society. In fact, while I was previously already aware that everyone must know about cultural contrasts and be able to respect that, I had yet to learn how much deeper this skill actually goes.

   As Barrett et al. (2013) show, there are numerous advantages to developing intercultural competence in school, such as, that it "involves being open to, curious about and interested in people who have other cultural affiliations, and the ability to understand and interpret their practices, beliefs, discourses and values." (p. 12) Consequently, among other benefits, this competence qualifies the learners to respectfully and carefully listen to other peers' stories and learn about their personal experiences and traditions, which is a skill that every element of society should hold in themselves.

    If correctly fostered in the students' minds, this habit of being empathetic and curious about people from various places and cultures worldwide can be a plus in an intercultural project, in which schools collaborate towards a meaningful learning experience for students from different countries. Sadly, not every school puts the effort or can follow through with these projects, sticking solely to traditional teaching methodologies. According to Aprendizagens Essenciais (2018), learning about other cultures and momentarily suspending one's beliefs to put oneself in others' shoes is one of the major competencies to be developed in an English classroom from a young age. Even if teachers focus on intercultural competence in their lessons, the opportunity to communicate and learn through an intercultural project is completely different, adding a layer of true understanding of difference, union, and respect.

    So, ultimately, how can teachers assess this skill? Some authors observe that, since this is a complex competence, its assessment must be differentiated from any form of evaluation, and ought to "include both analytical measurement/description – involving multiple measures – and holistic and reliable judgements of individuals’ performance, either singly or together with others." (Barrett et al., 2013, p. 19) In order to achieve that, a few effective manners that can be used to assess students in intercultural competence are questionnaires, portfolios, and personal journals where learners would be able to express their views freely – much like I've been doing on this blog for the past months.

    Accordingly, among the stated strategies, I believe having the students keep their personal blog, portfolio or journal would be the most successful way of both assessing them and making them reflect on their intercultural journey. If I, in the future, have the chance, I will undoubtedly implement this in the classroom, as a means of assessing and developing my students' critical and creative thinking competence (Oliveira Martins, 2017). As all teachers should, I will continuously incite curiosity and make learners comfortable to ask questions, engage in meaningful dialogue with others, and reflect upon the society they're a part of. They should be proud to be colorful tiles in a great social mosaic, sharing their identity, culture, and values, and glimpsing at the beautiful mosaic made with diversity, teamwork, and harmony of perceptions.

References

Barrett, M., Byram, M., Lázár, I., Mompoint-Gaillard, P. & Philippou, S. (2013). Developing Intercultural Competence through Education. Strasbourg: Council of Europe.

ME. (2018). Aprendizagens Essenciais para o Inglês no ES.

Oliveira Martins, G. et al. (2017). Perfil dos alunos à saída da Escolaridade Obrigatória. MEC/DGE. 

Chapter 10. Ink splash

Chapter 10. Ink splash

       Students come in various different sizes, shapes, colors, and preferences. Once one enters a classroom, one can't expect to find a group of people with perfectly homogenous values, beliefs, and opinions, because the same way they will vary in size, colors, or preferences, they will also differ in mindsets. That comes with disparities in backgrounds, upbringings, identities, and cultures.

   Therefore, it's predictable that some matters and opinions might trigger someone's way of thinking, particularly cultural or religious beliefs – as it's natural to happen with all human beings. Still, the question is: how to deal with such issues in a classroom full of young, opinionative students? Should there be a restriction of covered topics in class, to avoid offending anyone, or should they be addressed and the kids' opinions validated?

        It is, in fact, true that it can be challenging to deal with differing views among learners, especially if it's about sensitive topics. However, it is crucial to do so, even if it involves addressing controversial or taboo matters. Fostering a healthy and free environment, where everyone feels like they can share their thoughts freely, is essential in a school environment. Thus, teachers must focus on setting clear rules for the discussions, promoting mutual respect and compassion towards others' ideas. Regarding this, some sources add that it's important to stay in agreement with the learners' parents whenever controversial issues are soon to be covered, stating that schools should keep an open dialogue "with students and parents to ensure specific issues are handled fairly and with appropriate methods" (Addressing Controversial Issues, n.d.). Regardless of this view, I disagree this is necessary for 3rd Cycle and Secondary students. Despite having access to documents like Aprendizagens Essenciais (2018), where they can check what their children are learning in school, they can't fully know about the methodologies being used; and they would probably disagree with several approaches. Yet, no one asks for permission to teach a provided topic in a certain manner. So, why would that be the case with sensitive subjects? Students can only benefit from getting involved in enriching debates and sharing their views, not only in school but also in society in general. Additionally, if teachers waited for every parent's approval to teach each topic, schools would not be able to function smoothly.

        So, why should EFL teachers prompt open and healthy discussions like these in their classes? Because language is inherently connected to culture (Kramsch, 1998). If teachers want to educate students on a specific language, they will also have to cover cultural matters, such as beliefs, traditions, and differences, if compared to other cultures. Having a good understanding of Otherness also serves as a good mechanism to foster empathy and develop intercultural competence, aside from enabling them to create more meaningful conversations and connections with people from all around the globe.

        After reflecting upon this subject, I'm certain that, after becoming a teacher, developing these conversations with my students will be a key element to making the most of the classes and providing a successful and fulfilling learning experience for them.

References

• Addressing controversial issues. (n.d.). Democratic Schools for All. https://www.coe.int/en/web/campaign-free-to-speak-safe-to-learn/addressing-controversial-issues
• Kramsch, C. (1998). Language and culture. Oxford University Press.
• ME. (2018). Aprendizagens Essenciais para o Inglês no ES.

Chapter 9. "Teachers help teachers"

Chapter 9. "Teachers help teachers"

     Through studying the best approaches to make students learn and acquire a second language, one is faced with the term 'CLIL,' which stands for Content and Language Integrated Learning, an umbrella term presupposing a dual-focused education, in which non-language contents are taught through a foreign language (Marsh, 2002, p. 10). This methodology has proven successful in keeping the students familiar with the foreign language, thus improving essential skills such as fluency, and reducing language anxiety. Consequently, it aims the development of linguistic competence in English and content knowledge acquisition (Piacentini et al., 2019).

     As EFL aspiring teachers, we were asked if we would implement a strategy like this in our future lessons, leveling up the learners' contact with English and featuring interdisciplinary work in the classroom. Despite the initial general uncertainty of the class, it was argued that teaching a different subject than one was trained to could maximize the risk of spreading wrong information. However, it could be an effective strategy to implement in schools. Given the case of international students, this methodology could be beneficial, not only for them, enabling a better communication environment with their classmates and teachers, but also for their peers, who would be prepared to integrate intercultural projects in platforms like eTwinning.

    Accordingly, international projects are major opportunities for students, to improve their intercultural communicative competence and enhance their empathy toward others. Therefore, CLIL models can also "develop competencies for democratic culture applied in difficult social contexts with learners who are low achievers and disengaged." (Leão, 2022, p. 221) Hence, for this to be possible, there must be a solid base of collaboration, respect, and mutual help between different subject teachers. 

     In the future, I wish to always seek cooperation and union with my teacher colleagues, in order to provide a safe and rich environment in which students can boost their creativity, curiosity, and knowledge of the world surrounding them. It is only with adequate communication that good projects can be successful and actually helpful and worthwhile in an educational environment. After all, teachers help teachers, and those who do so are mutually helping their students positively learn, which must be the shared ultimate goal.

References

• Leão, A. (2022). From Content and Language Integrated Learning (CLIL) to Intercultural Citizenship and Language Integrated Learning (ICLIL). In M. Ellison, M. Morgado, & M. Coelho (Eds.), Contexts and Conditions for Successful CLIL in Portugal. U.Porto Press.
• Marsh, D. (ed.): 2002, CLIL/EMILE—The European Dimension: Actions, Trends and Foresight Potential, Public Services Contract DG EAC, European Commission.
• Piacentini, V., Simões, A. R., & Vieira, R. M. (2019). Teachers’ view of language(S) in (Clil) science education: A case study in Portugal. Problems of Education in the 21st Century, 77(5), 636-649.

Chapter 8. Turn it off

Chapter 8. Turn it off

    «Turn it off», «Hand it in.», «We're in class.», «Please, pay attention»: these are phrases everyone who has been in a classroom environment in the past few decades has spoken, heard, or been told. It's obvious that, since the introduction of cell phones and other digital devices, society has never been the same, and it's safe to say that there's no going back.

    Regardless of numerous changes and the digitalization of individuals, many people express concerns with students' usage of phones in school, with some proposing to exclude them from classrooms, and others to abolish their use in schools entirely. The reasoning behind this presupposes that, by having access to their digital gadgets, kids and teens wouldn't develop important social and motor skills, isolating themselves and distancing themselves from the once-usual kid activities.

    This very relevant topic was raised in one of our English Methodologies sessions. As aspiring teachers, it's extremely relevant that we get opportunities to discuss and get a glimpse of a spectrum of opinions regarding current matters like this one. Listening and learning about the different ideas each person added to the conversation was intriguing and enriching.

    Some schools have gone through with this measure, by banning phones from schools or restricting them to specific moments only, and some of them have gotten positive results from this, stating that "culturally (...) the move has been transformative, often in small but cumulatively meaningful ways," (Root, 2024) as people socialize and are more attentive to the real environment around them than before.

   As for my view regarding this, there might be better ideas than removing phones from schools. In fact, I disagree that phones are terrible gadgets that students must be kept from, not to get tempted or distracted. While many kids, unfortunately, depend on their phones and don't find interest in playing and socializing physically with others, the solution should not be to ban their usage entirely. Negating the existence and impact of phones is negating human progress. So, the desire to apply this measure can be seen as a response to the fear of evolution, which is understandable. However, instead of banning them, it would be more impactful to educate people on the benefits that can sprout from good usage of these gadgets and teach them how to balance traditional methods and technologies in classrooms. Nowadays, resources such as endless digital apps and websites are a great addition to lessons, and can deeply motivate and help students learn faster and more amusingly.

    According to Bogatz (2015), "(...) it is important that we come to a realization that students’ phones are not going away. The best thing we can do is embrace and utilize these powerful and versatile tools when we are working with our students: for research, for photography, for artmaking, and for publishing work." Thus, shouldn't these be seen as wonderful chances to implement and make the most of where evolution has been leading humanity? In my opinion, it isn't about preventing students from getting tempted by their phones during a boring class; it's about making them interested and teaching them to tell apart moments in the class when they can use their phones to learn, and instances when they aren't using them – and that's the mentality I aim to achieve in my future classes.

References:

• Root, T. (2024, January 17). What happens when a school bans smartphones? A complete transformation. The Guardian.
  https://www.theguardian.com/lifeandstyle/2024/jan/17/cellphone-smartphone-bans-schools
• Bogatz, T. (2015, August 18). 4 Ways to Embrace Cell Phone Use in the Classroom. The Art of Education University. https://theartofeducation.edu/2015/08/4-ways-to-embrace-cell-phone-use-in-the-classroom/

Chapter 7. The teacher's palette

                                             Chapter 7. The teacher's palette

    Upon facing a classroom, each teacher has one mission – to spread the intended message, which is often only linked to the contents related to the subject they teach. However, few people realize what exactly goes into preparing a lesson and successfully having an entire class of learners with their eyes glazed with curiosity, enjoyment, and amazement by what the lesson adds to their days.

    In fact, one of the keys to capturing a classroom's attention in the most fruitful way possible is to focus on developing a motivating setting in the classes, enabling the students to make the most of them and absorb the knowledge in a much more effective manner than if they weren't motivated at all. This view was unusual among teachers just a few decades ago, as students were perceived as individuals who needed to remain still and quiet, with their only purpose being memorizing what was taught in class. The teacher's role didn't matter; they had to do well regardless.

    Nowadays's reality mostly differs from these past views, since teachers now consider motivation an essential part of the learning process, and attempt to captivate their students' attentions while delivering a lesson. Regarding this topic, one can find numerous authors who support this belief. Among them, Dörnyei et al have compiled several studies into an insightful book called Motivational Dynamics in Language Learning, which led the authors to some conclusions about which strategies can successfully motivate a group of students. One of the main aspects further developed in the book refers to perceiving motivation as a means of not only lifting students' self-esteem and excitement toward the class but also providing them with a clear path to pursue – therefore, opening a clear link between motivation and success. This way, learners are more prone to feeling a desire to achieve goals, perform better in tasks, and engage in the learning process, since they will be doing so with clear objectives in mind.

    Similarly, Gilbert (2002) stresses the importance of the students' part in this process, stating that teachers must emphasize to their learners how developing a growth mindset can have a positive effect on their learning; that is, by encouraging them to pursue their ambitions and goals, and simultaneously inspiring them to believe in their potential, teachers are opening room for success in their classrooms. Therefore, motivation is a two-way road, where teachers should be able to provide a learning environment with all the conditions to captivate the learners into the subject at hand, and students themselves must be capable of setting clear goals. Such efforts can boost their energies and fulfill their personal ambitions, leading them to feel more accomplished and satisfied.

    Dörnyei et al (2015) also elucidate the risk of sprouting language anxiety from not encouraging them while working on students' second language skills. This type of anxiety is described as "situation-specific anxiety, in other words, repeated momentary experiences of anxiety (state anxiety) linked to the context of language learning in particular." However, this can be prevented or surpassed, further confirming the essential nature of maintaining a cheerful, reassuring atmosphere in the classroom. So, instead of focusing the L2 education process around failure, teachers should face this element as 'feedback' or 'learning,' choosing to have a healthier and lighter perspective on mistakes and their correction (Gilbert 2002).

    In fact, despite many teachers’ beliefs, when analyzing Gilbert's reflections, we see that "fun" is not only useful in the classrooms; it is an integral part of learning. This occurs with many more positive emotions since students are more prone to learning something if they feel emotionally connected to it. Thus, it's vital to keep emotionally connecting the students to the language learning process. This also includes prioritizing the development of a sense of self-esteem and self-confidence among students.

    As a student, I've had many distinct teachers who approached the classroom in all manners. Regarding these readings, I was brought back to my Spanish classes, some of the most fun and rewarding hours during the stressful weeks of University a couple years ago. Apart from being an excellent instructor, our teacher always made sure that our Spanish class was a space where we could learn and have fun simultaneously. It was clear that she put extra effort into planning the lessons, always coming up with creative ways of making us learn - and, as effective as it was, it makes me feel inspired to put the same amount of effort and care into my future lessons and students whenever I remember those times. Fortunately, I've had (and still have) several teachers who deliver their lessons in a motivating and dynamic way, demonstrating the true meaning of the books that reflect on the meaning and outcome of implementing motivation in the classrooms.

    As a final reflection, it’s crucial to always remember that teachers should keep asking themselves, “What can I do differently?”, “Which strategies worked/didn’t work?”, “Which ones should be developed?” – something that, as a future teacher, I hope to persistently keep in mind. I aspire to respect my learners' space to make mistakes, letting them learn without worrying about being right or wrong. I'll try to insert fun moments in my classes and praise cooperation and patience, creating a pleasant and relaxing atmosphere.

    One might argue that editors and authors such as Dörnyei et al. (2015) and Gilbert (2002) spread valuable yet utopic ideas and strategies for implementing classroom motivation, tending to be unrealistic regarding rebellious and uninterested students. Despite such opinions, it's important that teachers, above anything else, believe in each of their potentials – regardless of their behaviors and tendencies inside a classroom – because, if we give them a chance and try different strategies, we might be pleasantly surprised and win their interest and attention. The ultimate goal, therefore, is to maximize these students' actual inner worth, which, perhaps, could have been hidden behind classroom stress and unmotivating techniques.

    References:

Dörnyei, Z. et al. eds. (2015). Motivational Dynamics in Language Learning.  Second Language Acquisition 81. Multilingual Matters.

Gilbert, I. (2002). Essential motivation in the classroom. Routledge/Falmer.

                                                                        •

Chapter 6. Inkblot

Chapter 6. Inkblot

    When thinking of school, one of the first things that often tends to come to mind, along with "study" or "classes," is "tests," especially for students. It is clear that, as a means of checking learners' capacities, it is directly associated with moments of stress, anxiety, and even the fear of failure. But is this really what assessment represents? Is this what it has to be?

    Despite being known as the "toughest part of a school year," assessment is of extreme importance for teachers, students, and the learning process as a whole. Assessing, defined as the "process of gathering data to better understand the strengths and weaknesses of student learning" (Harris & Hodges, 1995), is beneficial for teachers as a way of verifying if students are learning proficiently, which, ultimately, is their primary goal regarding their pupils. In fact, by being tested, students end up practicing more, and, given the weight attributed to tests and exams in school, their learnings become additionally consolidated. However, there are other ways to evaluate besides formal testing, contrary to what many think.

    While summative assessment revolves around a final judgment regarding the studied contents throughout the classes, formative assessment is also a frequent form of checking whether students apprehend the knowledge provided by the teacher as intended. In this case, this form of evaluation consists of a continuous process in which teachers are able to gather privileged information about each student's learning progress through various methods and teaching techniques that favor learning and the involvement of learners in it. This is mentioned in the Portuguese Decreto-Lei n.º 55/2018, which states that formative assessment is, thus, the main form of assessing, being essential in daily teaching. Now, do students understand the significance of assessment?

    From my perspective, while many students may not enjoy even the mere thought of any form of evaluation, they do understand its purpose in school. Perhaps, this perception of assessment could be changed if teachers encouraged the notion of evaluating as a rewarding experience in which they can put everything that they have been learning to test. Therefore, this would work as a means for students to comprehend the knowledge they have acquired throughout the school year and, consequently, realize the progress made, boosting their self-esteem and motivating them for further learning. Thus, as teachers, we should be open to students about the role and importance of assessment, turning it into a positive and beneficial aspect of education.

    References

• Decreto-Lei n.º 55/2018, de 6 de julho.
• Harris, T. L., & Hodges, R. E. (Eds.). (1995). The literacy dictionary: The vocabulary of reading and writing. International Reading Association. 

Chapter 5. The circle of learning

 Chapter 5. The circle of learning

    When discussing the various methods of planning and executing a lesson, we're faced with the TBL planning method, which we've been covering in the English Methodologies classes lately.

    Task-Based Learning (TBL) is a method that perceives language as a tool for communicating meaning using functions, vocabulary, structures, and discourse. Its followers argue that languages are learned by practice, by using them. Accordingly, the activities that form the TBL are based on a series of problem-solving tasks unraveled by communicating. Here, the learning process is less strict than, for instance, the Structural Approach method since teachers take mistakes as an expected part of learning. Thus, learners play an active role in the classroom and learn the language, sharing ideas cooperatively by solving issues in meaningful, authentic tasks.

    As Nunan (2004) perfectly explains, "My definition is that a pedagogical task is a piece of classroom work that involves learners in comprehending, manipulating, producing, or interacting in the target language while their attention is focused on mobilizing their grammatical knowledge in order to express meaning, and in which the intention is to convey meaning rather than to manipulate form. The task should also have a sense of completeness, being able to stand alone as a communicative act in its own right with a beginning, a middle, and an end." (Nunan, 2004, p. 4) Thus, tasks are meant to be well-structured, thought to make students learn the language by using it in noteworthy and natural discussions while attending the learners' pace.

    During one of the previous lessons, the teacher asked us what we thought was a significant aspect of the TBL method. This discussion was truthfully inspiring and got me thinking about everyone's interventions.

    There is undoubtedly a variety of strategies, methods, and activities regarding how to make students learn best. While some dated theories argue that the best methods involve memory and minimizing group interactions, more recent ones defend a positive atmosphere, in which communication between the teacher and the students is indispensable for a more productive learning experience.

    No matter the method used to conduct the lesson, the teacher's primary focus must always be the students and their learning process. Thus, planning is as important as engaging them in motivating activities and giving feedback. Apart from this, teachers should also be flexible and humble enough to change their tactics. That can occur if, for example, they notice that the students aren't making progress or learning competently. It's always necessary to pay attention to them and make sure they feel motivated by the pace and activities of the class. This is why being open to feedback from learners as a teacher is undoubtedly a great way of improving planning skills and promoting an overall better class environment. As a future teacher, I will do my best to achieve that someday.

    References

• Nunan, D. (2004). Task-based Language Teaching. Cambridge University Press.

Chapter 4. The classroom pedals

Chapter 4. The classroom pedals

    One of the matters we discussed in our 5th class was the distinction between time and pace of activities, which made me think about how these should be handled in class, especially from student to student.

    So, being 'time' related to the length of each part of the class and 'pace' connected with its rhythm, during this session, we looked at some activities that can stir or settle the pace of the class. I've found this extremely useful for my future career since getting a good balance between these two kinds of dynamics in the classroom is a crucial step to thriving in reaching the students in the learning process. Therefore, we verified that by selecting lively activities, such as oral works or competitions, teachers could hold the risk of stirring the class up too much, causing inattention and behavioral issues throughout the lesson. On the other hand, maintaining solely still and slow-paced activities, like reading, writing, or reading activities, could pull the motivation away from the learners, making them associate learning with feelings of boredom instead of fun or curiosity. "A lesson that is conducted at the same pace throughout can risk students switching off and losing focus. Rushing through stages of the lesson can also lose learners and mean that you have to teach remedially later on because they missed key points" (joannemilesconsulting, 2013). Thus, it's essential to maintain harmony in the class by being aware of which tasks stir up the class and what will settle them afterward.

    According to a relevant online source, "When you consider the flow of stages in your lesson, it’s worth asking yourself these questions. They can also be used by coaches who are working with staff to reflect on lesson plans or an observed lesson:

• How does pace vary in this lesson?
• Do I have a lot of static, sit down activities that may drain learners? How can I break them up with relevant activities that have more pace changes and movement?
• Where might I need to increase pace and energy and how could I do that in an appropriate way for learning?
• Is there a complex, challenging stage that would benefit from a slower, more reflective style of delivery?
• How can I use roles within group work to keep up a good pace and help learners stay on track?" (joannemilesconsulting, 2013)
  

    As a future teacher, I expect to have these questions in mind to effectively organize the lesson plans considering the disposition and attitude of the learners.

    Another view I took from this topic is the significance of working with the personal paces of each pupil. We need to understand that everyone has their own speed at everything. Some people are slower than others, and that goes for learning a language as well. Thus, teachers must be patient and encourage students to help their classmates instead of judging their personal rhythm. The same should occur with quick-learners. In these cases where students apprehend contents fast and finish activities much earlier than the rest of the class, the teachers must be prepared with, for instance, extra tasks to stimulate them. Another tactic could be to motivate them to help the remaining classmates with their work. Efforts like these will create a more positive atmosphere for everyone in the classroom, and I hope to achieve that with my future students.

    References

• joannemilesconsulting. (2013, January 2). Managing pace in lessons: some reflections and suggestions. Joannemilesconsulting.
  https://joannemilesconsulting.wordpress.com/2013/01/02/managing-pace-in-lessons-some-reflections-and-suggestions-2/

Chapter 3. Voicing out words

 Chapter 3. Voicing out words

  Concerning our 4th session, one of the topics we focused on was the amount of usage of the English language in the classroom – and, potentially, outside of it. How many speaking opportunities should the students have? In what way is speaking important?

   Learning other languages is clearly fundamental, especially in a multicultural and global world like the one we live in today. Knowing beyond the mother tongue can be indispensable for all kinds of situations, whether it involves traveling, applying for jobs, reading from various sources online, or successfully helping a lost tourist on the street. Therefore, communicating – in this case, in more than one language – is undoubtedly one of the most essential keys to achieving success in life. As mentioned by Richards and Rodgers (1986), "It has been estimated that some sixty percent of today's world population is multilingual. Both from a contemporary and a historical perspective, bilingualism or multilingualism is the norm rather than the exception" (Richards & Rodgers, 1986, p. 1).

As such, we see that, for instance, some of the most common tactics in the eighteenth and nineteenth centuries involved activities that didn't stimulate students' cooperation and interaction. "Textbooks consisted of statements of abstract grammar rules, lists of vocabulary, and sentences for translation. Speaking the foreign language was not the goal, and oral practice was limited to students reading aloud the sentences they had translated. These sentences were constructed to illustrate the grammatical system of the language and consequently bore no relation to the language of real communication" (Richards & Rodgers, 1986, p. 2). Thus, is learning by memorizing really preparing oneself for engaging in a natural conversation and attaining a high level of proficiency in a language?

    Evidently, times have changed, and so have language teaching approaches. In contrast to previous ones, nowadays' methods revolve significantly more around interacting with speeches in the studied foreign language, articulating the grammatical part of the process with inviting practices involving reflective discussions, debates, and activities about current topics for the whole group to participate in.

   Regarding this, throughout this English Methodologies session, we observed that learners are usually very prone to engaging and interacting with one another by speaking. This aspect is what most teachers perceive as an interruption to the class. Thus, they shut them off and opt for methods that don't involve talking as much throughout the learning process. They believe that, by being quiet and attentive and solving closed-ended tasks alone, such as writing, they're learning more while not disrupting the silence in the classroom. While that may be true to some extent, in the way that silence offers focus, it doesn't necessarily mean that students will have a more effective outcome in their English skills. In other words, students might develop their writing and comprehensive proficiency to a high level by learning this way. However, if they don't practice speaking and interacting in real-life conversations, they will likely never reach the intended level of fluency in the language. Besides this, teachers often tend to talk too much and leave too little for the students to answer or come up with. (Walqui, 2018) Thus, a great way of significantly improving this while prompting learners to practice their speaking proficiency would be to leave plenty of room for thought and reflections from the students themselves. This way, the classroom would become a much more reflective and thought-provoking space in which critical thinking – one of the prominent skills in Perfil dos Alunos à Saída da Escolaridade Obrigatória (2017) – would be certainly and positively developed among the class.

    In my personal experience, as a young English learner, I rarely found myself in a position in which I had to dialogue with my classmates or focus on perfecting my pronunciation and ability to articulate sentences more naturally. Consequently, I remember that when I got to 7th grade in a different school, I felt a significant difference between me and my new classmates in terms of fluency and ease in coming up with ideas and opinions of our own and expressing them in English – despite me being a good learner. Therefore, I felt like I had to put in a great effort to become more advanced, which, thankfully, I was able to accomplish. Still, making up the habit of carrying on conversations in English was much more challenging than if, for example, my old teachers had incited this habit from the beginning in the first place. This background tells me that speaking is as important as writing or listening to the English language.

    So, as we saw in this session, I hope to become a teacher who can make students learn by writing and listening but never forgetting about the speaking part of the whole process. I expect to put them at ease with speaking with their classmates and making them comfortable with practicing so that they can make and correct their mistakes that way. I believe that by working like this, we'd create a much more productive environment toward fluency in English and, eventually, invite the learners to take the language usage outside of the class into the real world, communicating in various dynamics with no boundaries.

    References

• Richards, J. C., & Rodgers, T. S. (1986). Approaches and methods in language teaching. Cambridge University Press.

• Walqui, A. Meaningful Classroom Talk. (2018, September 26). American Federation of Teachers. https://www.aft.org/ae/fall2018/walqui_heritage

• Perfil dos Alunos à Saída da Escolaridade Obrigatória. (2017).

Chapter 2. Somewhere over the sunbow

Chapter 2. Somewhere over the sunbow

    Following up on the previous post - and also our following couple classes of this Curriculum Unit - I'd like to reflect upon the theme of 'intercultural dimension,' which we explored in class by reading the view of Michael Byram on his guide to teachers. This lesson taught me much about how I want to be as a teacher.

    It's certainly undoubtful that our world sustains numerous, incredibly diverse cultures, which raise and shape multiple peoples differently all over the globe. Moreover, nowadays, with the commonality, accessibility, and easiness of migrations from one country to another (or one region to another, within the same country), the idea that each culture lives and grows separately is gone. Numerous cultures have now been mixed up and embraced by others, and so many of them have ceased to exist. Traditions are no longer exclusive rituals of one specific people, as they have been globalized and introduced to others, who have taken them and made them into their own culture's tradition.

    As Byram (2002) states, “In contrast, the 'intercultural dimension' in language teaching aims to develop learners as intercultural speakers or mediators who are able to engage with complexity and multiple identities and to avoid the stereotyping which accompanies perceiving someone through a single identity. It is based on perceiving the interlocutor as an individual whose qualities are to be discovered, rather than as a representative of an externally ascribed identity. Intercultural communication is communication on the basis of respect for individuals and equality of human rights as the democratic basis for social interaction.” (Byram, 2002, p. 9) I fully agree with his ideas, especially since stereotypes are often so embedded in society and the school environment that it is necessary to block these generalized visions of the world, in order to avoid any feelings of isolation and embarassment related to ignorance towards diversity.

    Therefore, as teachers, we must be prepared to look beyond the scenery, face this reality, and familiarize our students with the concepts of 'intercultural dimension' and 'cultural identity,' making them aware of the differences and stereotypes that come with them, and teaching them how to be interested in cultural diversity and respect it simultaneously. That is what I'm hoping to achieve.

    References

Byram, M., Gribkova, B., & Starkey, H. (2002). Developing the Intercultural Dimension in Language Teaching: A Practical Introduction for Teachers, p. 9.

Chapter 1. Blurry days

 Chapter 1. Blurry days

  Today, my post will focus on the first Zoom session of the English Methodologies class.

  Among other topics we discussed in this lesson, this picture stood out to me the most. In a way, it opened my eyes to the perspective teachers get when going for the first time into the classroom environment.

    As the start of a new school year approaches, teachers must face that one of their responsibilities as mentors is to understand the uniqueness and respective potential of each member of their new crowd of students instead of making the mistake of blending all of them into one blurred, homogenous group and not listening to their individual voices. Thus, by encouraging the acceptance and embracement of diversity and inclusion, each learner should feel comfortable with one another and the learning process, regardless of gender, race, cultural background, sexuality, or social class.

    This case can happen with the creation of a safe and positive atmosphere, promoting, this way, a dynamic and cheerful environment where good communication and respect are the keys to a much more productive and fulfilling learning experience for students. Therefore, we shouldn't hide their different colors; instead, they should be allowed to be shown and shine.

     New beginnings can be challenging, particularly for young kids whose entire reality depends on how people see them in that relatively small space, where they so quickly get either judged and excluded or embraced and loved.

   Can you imagine how many things students are going through that they don't tell their parents or teachers?

  This is why I believe it to be so crucial to make learners aware of diversity. Educators should teach that respecting differences, instead of judging them, is a healthy and positive attitude, not only between classmates but with humanity in general. As mentioned in the Portuguese document Decreto-Lei n.ºs 55 e 54/2018, relating to "Educação Inclusiva" it is crucial to acknowledge each student's individualities and correctly respond to them, by articulating and adapting the curriculum and activities to them, resulting in inclusive learning and interactions between students.

  One of the goals of schooling is to prepare kids for their future as adults, and that doesn't only refer to knowledge but also human relationships. Therefore, teachers should contribute towards a safe and bright future, where differences are not enclosed walls but tiles to an extended, beautiful multicolored mosaic.

    References

• Decreto-Lei n.º 54/2018. Diário Da República, 1.a Série - N.º 129, 2918–2928.
• Decreto-Lei n.º 55/2018, de 6 de julho.

Chapter 0. Prologue

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Chapter 0. Prologue

   This is my e-journal, a space where I'll be sharing and exploring my feelings, thoughts, and reflections on the matters discussed throughout the first semester of English Methodologies. In this first post, I'm aiming to introduce my blog in a couple ways, such as explaining its title, my ideas behind the background, and some little references I included here and there on the page.

   First of all, the title. 'Inkwell Reflections;' why?

   I chose this name for the blog for a few reasons. The "inkwell" is directly related to writing - which I will (hopefully) be doing consistently here to further enrich my e-journal with personal considerations and experiences.

   The ink that outlines and forms the words represents thoughts, which, in this case, come from the inkwell. Thus, I thought it would be fun to refer to myself as "The Inkwell," specifically in the blog's section that used to be called "About Me." Furthermore, the ink isn't just the words, but the meaning each of them hold in themselves. If we don't absorb it, we'll most likely merely be soaking ourselves in empty ink. And, unless you really enjoy a long and tiring cleaning process, there is no use in that.

   The ink metaphor also inspired me when picking the background, since it reminds me of the picture we explored and interpreted in our first Zoom session as a group, which I'll cover in my next post. My choice of a black-and-white theme on my blog is an attempt to represent the unknown reality we're faced with when we first put ourselves in a classroom filled with the most different, unique individuals. The colorful bubbles, on the other hand, symbolize the fun of discovering the colors hidden in the blurred and dark unknown.

    What I expect of myself for this e-journal is that I'm clear and creative about my reflections, and that I can prepare myself for a successful group and self-awareness, which I believe will ultimately lead me to be more prepared for my future career as a teacher.

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