When teaching another language, we teach about culture, food, music, people, the mechanics of the words and expressions, grammar, places, and so on. Most of the time, we focus our lessons on “the book contents”, program, syllabus, or on what we were told to teach. How can we do all that and at the same time teach about what unites all the cultures of the world? Teaching peace becomes an important and meaningful way to show our students how they can use all that they are learning to communicate with the world and help on what we need the most: empathy, love, peace, cooperation, forgiveness, tolerance. Join me and get to know some serious great little projects on how to use language learning and social media to build peace helping heal the world and ourselves. Have yourself and your students act big by starting small…Talk, Write, Call, Record, Tweet, Post, Blog, Host, Design, Build, or Compose… All For Peace.
1. Presented by
Dr. Doris Molero (Pionia Destiny)
33rd VenTESOL National Convention
Breaking Paradigms and Borders in ELT
UGMA, Barcelona, Anzoategui, Vzla
May 30th and 31st, 2015
2. Logistics: Backchannel
ELT for Peace Chat https://todaysmeet.com/ELTforPeace
Use your favorite social network: Twitter, Facebook,
Instagram, G+, etc..
Hashtag #VenTESOL2015 #peace #peaceculture
#myfaceforpeace #IDWP #urbe #ELTforpeace ….. Or any
other hashtag you consider will help connect and promote
education for peace.
Be ready to work in pairs, or groups and take photos, draw,
share, tag, post, network…. Have fun!
Slides: http://www.slideshare.net/doris3m/elt-for-peace-
48738223
3. This is how our ELT Peace Chat looks
like….
https://todaysmeet.com/ELTforPeace
4. Let’s talk Peace …
Please, Introduce yourself to the person sitting next
to you.. Share your take on the following questions…
What is meant by Peace? Why is it desirable?
Is language teaching and learning a way to
promote peace?
Why should educators promote a culture of
peace?
Would language become real if we integrated a
culture of peace in our classrooms?
6. “Language classrooms are known for promoting anxiety,
stress and competition, rather than the collaboration and
sensitive awareness”
Finch (2004)
7. “Peace does not simply involve the absence of war
but includes the concept of peaceful collaboration
amongst individuals and groups of different ethnic
backgrounds as well as from the same ethnic
background.
…….. Students benefit by learning to collaborate
more effectively and by avoiding conflict and
violence.
Can English Language Teachers rise to these
challenges?
Marisa Constantinides
Teaching and Practicing Peace in the EFL class
I believe
they can!
http://marisaconstantinides.edublogs.org/2010/09/21/peace-education-and-elt/
“Our job, after all, is to teach effective
communication skills, and defining our
educational objectives in conjunction
with peace education objectives is not as
difficult as for teachers of other disciplines."
8. Peace Oriented Education
According to UNESCO, a peace oriented education…
“…..should attempt to reduce the willingness to use
violence in individuals and to reveal and remove the
infrastructures which cause violence in human relations
at all levels of society and amongst nations.”
“ Human rights and an education which has peace as its
goal are not a luxury but are at the roots of the mission of
an educational institution..”
10. Gomes de Matos (2012)
Humanizing nature of
language use
Identify states of agreement:
harmony,
communicative dignity,
communicative peace
Dehumanizing uses of
languages
identifies states of disagreement and
disharmony:
communicative conflict,
discord,
contention, and
Dissension.
12. Literacies.. I’m all about the literacies
Develop proficiency and fluency with the tools of
technology;
Build intentional cross-cultural connections and
relationships with others so to pose and solve
problems collaboratively and strengthen
independent thought;
Design and share information for global
communities to meet a variety of purposes;
13. Literacies.. I’m all about the literacies
Manage, analyze, and synthesize multiple streams
of simultaneous information;
Create, critique, analyze, and evaluate multimedia
texts;
Attend to the ethical responsibilities required by
these complex environments.
14. Educating for Peace …
Become members of communities of practice
Become collaborators and cooperators.
Become better communicators – by improving
communication skills
Develop the ability to solve conflicts.
Improve understanding and develop empathy for
others.
Develop the ability to view issues from multiple
perspectives.
Develop knowledge about the world
Develop critical thinking.
Connect with peers and the world
15. A little bit about my classes
University students
17. My face for peace
Avatars for Peace
Words for peace - I stand for peace
Voices for peace
A poem for peace
Caps for kids
Celebrating Peace Day
Video Lyrics for Peace
I declare World Peace
Illustrations for Peace
Illustrating a peace story
Peace posters
47. Resources to teach peace
Teaching Peace through Literature and
Song (K-2)
http://learningtogive.org/lessons/unit156/lesso
n2.html
ESL Discussion Questions about Peace & World
Peace http://wuxiesl.blogspot.com/2012/12/esl-
discussion-questions-about-peace.html
Peace and solidarity worksheets
http://www.eslprintables.com/vocabulary_
worksheets/peace_and_solidarity/
48. Reference
Finch, Andrew. "Promoting peace in
the EFL classroom." Korea Teachers
of English to Speakers of Other
Languages 7.1 (2004): 21.
http://www.finchpark.com/arts/Pro
moting_Peace_KTJ.pdf
49. Doris Molero, Ph.D., Instructor
Rafael Belloso Chacin University
doris3m@gmail.com
Follow me on Twitter: @doris3m, we're using the
hashtag #doris3meflcenter for this course.
You can visit our class blog:
http://doris3meflcenter.blogspot.com/
You can also follow me on Facebook:
https://www.facebook.com/doris.molero
Join our class Facebook group:
https://www.facebook.com/groups/5204964451/
Notas del editor
what is meant by peace? Why is it desirable? What does it have to do with language learning?
According to UNESCO, a peace oriented education…
“…..should attempt to reduce the willingness to use violence in individuals and to reveal and remove the infrastructures which cause violence in human relations at all levels of society and amongst nations.”
“ Human rights and an education which has peace as its goal are not a luxury but are at the roots of the mission of an educational institution..”
Peace linguistics is a term that was born in the 90’s to promote peace and human rights at international level and stresses the value of linguistic multilingualism at national and international level. It is characterized as interdisciplinary approach aimed at helping educational systems create conditions for the preparation of human beings as peaceful language users.this framework, there is a need to create language attitudes which respect the dignity of individual speakers and speech communities
Linguists are expected to prioritize the humanizing nature of language use and also to be aware of the other side of communicative reality: dehumanizing uses of languages (Gomes de Matos, 2012).
There is a dual challenge involved:
on the one hand, appliers are challenged to
identify states of agreement, harmony, communicative dignity, communicative peace
identify states of disagreement and disharmony such as communicative conflict, discord, contention, and dissension.
Develop proficiency and fluency with the tools of technology;
Build intentional cross-cultural connections and relationships with others so to pose and solve problems collaboratively and strengthen independent thought;
Design and share information for global communities to meet a variety of purposes;
Manage, analyze, and synthesize multiple streams of simultaneous information;
Create, critique, analyze, and evaluate multimedia texts;
Attend to the ethical responsibilities required by these complex environments.
Develop proficiency and fluency with the tools of technology;
Build intentional cross-cultural connections and relationships with others so to pose and solve problems collaboratively and strengthen independent thought;
Design and share information for global communities to meet a variety of purposes;
Manage, analyze, and synthesize multiple streams of simultaneous information;
Create, critique, analyze, and evaluate multimedia texts;
Attend to the ethical responsibilities required by these complex environments.
Free hugs at URBE
https://www.youtube.com/watch?v=hbkgb3NGIuE
Doris3meflcenter Playlist
https://www.youtube.com/playlist?list=PLxhfF5RQG_XbJMEON6pjFll-gDst9sMyQ
I declare world peace you tube channel
https://www.youtube.com/user/ideclareworldpeace
Video
1. Secondlife exh. https://www.youtube.com/watch?v=rixKw8KsRLM
2. Fireworks for Peace https://www.youtube.com/watch?v=Z2jNLt-fEro
3. EFL students show their faces for Peace https://www.youtube.com/watch?v=B9vJTCoKAc8
Dr. Doris Molero, aka Pionia Destiny is an EFL Professor from Rafael Belloso Chacin University (URBE) in Maracaibo, Venezuela. She is a doctor in Sciences of Education specializing in curriculum and instruction. Her doctoral research was based on the use of Web 2.0 tools as multiliterate agents in the EFL Class at university level. She holds a master degree on Educational Informatics (2002) and graduated from Modern Language School at Universidad del Zulia (1991). She has taught English as a foreign language to high school and adult learners for 23 years. Proud Webhead since 2002. Presenter and Volunteer in VWBPE. MachinEVO member. Organizer at SLMOOC 2014. A Blended Experience of use of virtual worlds for educators