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CLIL Osaka Flyer
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Richard Pinner
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Flyer for Peeter Mehisto's lecture on CLIL in Osaka, Japan.
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Memes are the “lingua franca” of the internet (Milner, 2016), and there is a small but growing body of research using memes with EFL learners (Harshavardhan et al, 2019). In this talk, I share some of my own practical experiences using memes in Japanese university classes. Students find and share memes, as well as creating and sharing their own. The values and potential pitfalls of this are discussed practically, and some preliminary data about students’ reflections and experiences of using memes are presented to begin a discussion on the potential place that memes might have in the EFL classroom. Initial response show that students found making their own memes to be a rewarding experience that gave them a connection to participatory culture (Jenkins et al, 2009). Harshavardhan, V., Wilson, D., & Kumar, M. V. (2019). Humour discourse in internet memes: An aid in ESL classrooms. Asia Pacific Media Educator, 29(1), 41-53. Milner, R. M. (2016). The World Made Meme: Public Conversations and Participatory Media. Cambridge, MA: MIT Press. Jenkins, H., Purushotma, R., Weigel, M., Clinton, K., & Robison, A. J. (2009). Confronting the challenges of participatory culture: Media education for the 21st century. Cambridge, MA: The MIT Press. Presentation given at JALT CALL 2023 at Kumamoto, June 4th.
Me and My Memes: EFL students’ memes and their role in participatory culture
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This course offers an insight into how best to select and adapt authentic materials to use with students as a way of exposing them to other cultures and ways of thinking. It has been shown that authentic materials are more motivating for students (Peacock, 1997) and thus the class will feature practical demonstrations of ways in which authentic materials can be used to help motivate students. In the class, participants will look at, observe and demonstrate tasks which utilise authentic materials and participants will also have the chance to a adapt materials and design their own tasks in a hands-on workshop
Using & Adapting Authentic Materials To Help Motivate Students 2021 Handout
Using & Adapting Authentic Materials To Help Motivate Students 2021 Handout
Richard Pinner
This course offers an insight into how best to select and adapt authentic materials to use with students as a way of exposing them to other cultures and ways of thinking. It has been shown that authentic materials are more motivating for students (Peacock, 1997) and thus the class will feature practical demonstrations of ways in which authentic materials can be used to help motivate students. In the class, participants will look at, observe and demonstrate tasks which utilise authentic materials and participants will also have the chance to a adapt materials and design their own tasks in a hands-on workshop
Using & Adapting Authentic Materials To Help Motivate Students 2021
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These are the handouts from the Teacher Training Workshop on using and adapting authentic materials to help motivate students
Using and Adapting Authentic Materials to help motivate students
Using and Adapting Authentic Materials to help motivate students
Richard Pinner
These are the slides from the Teacher Training Workshop on using and adapting authentic materials to help motivate students
Using and Adapting Authentic Materials to Motivate Students
Using and Adapting Authentic Materials to Motivate Students
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This seminar focuses on the integration of subject-matter and English acquisition, which is the crucial aspect of CLIL (Content and Language Integrated Learning). Theories based on the most recent research and classroom examples informed by those studies will be presented. The speakers are Professor Angel Lin (Simon Fraser University, Canada), a world-famous researcher in CLIL, and Professor Makoto Ikeda (Sophia University), vice president of Japan CLIL Pedagogy Association.
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Me and My Memes: EFL students’ memes and their role in participatory culture
Me and My Memes: EFL students’ memes and their role in participatory culture
Richard Pinner
This course offers an insight into how best to select and adapt authentic materials to use with students as a way of exposing them to other cultures and ways of thinking. It has been shown that authentic materials are more motivating for students (Peacock, 1997) and thus the class will feature practical demonstrations of ways in which authentic materials can be used to help motivate students. In the class, participants will look at, observe and demonstrate tasks which utilise authentic materials and participants will also have the chance to a adapt materials and design their own tasks in a hands-on workshop
Using & Adapting Authentic Materials To Help Motivate Students 2021 Handout
Using & Adapting Authentic Materials To Help Motivate Students 2021 Handout
Richard Pinner
This course offers an insight into how best to select and adapt authentic materials to use with students as a way of exposing them to other cultures and ways of thinking. It has been shown that authentic materials are more motivating for students (Peacock, 1997) and thus the class will feature practical demonstrations of ways in which authentic materials can be used to help motivate students. In the class, participants will look at, observe and demonstrate tasks which utilise authentic materials and participants will also have the chance to a adapt materials and design their own tasks in a hands-on workshop
Using & Adapting Authentic Materials To Help Motivate Students 2021
Using & Adapting Authentic Materials To Help Motivate Students 2021
Richard Pinner
Short talk
Authenticity and Metacognition
Authenticity and Metacognition
Richard Pinner
These are the handouts from the Teacher Training Workshop on using and adapting authentic materials to help motivate students
Using and Adapting Authentic Materials to help motivate students
Using and Adapting Authentic Materials to help motivate students
Richard Pinner
These are the slides from the Teacher Training Workshop on using and adapting authentic materials to help motivate students
Using and Adapting Authentic Materials to Motivate Students
Using and Adapting Authentic Materials to Motivate Students
Richard Pinner
This seminar focuses on the integration of subject-matter and English acquisition, which is the crucial aspect of CLIL (Content and Language Integrated Learning). Theories based on the most recent research and classroom examples informed by those studies will be presented. The speakers are Professor Angel Lin (Simon Fraser University, Canada), a world-famous researcher in CLIL, and Professor Makoto Ikeda (Sophia University), vice president of Japan CLIL Pedagogy Association.
How to Integrate Content and Language in CLIL Pedagogy Theories and Examples
How to Integrate Content and Language in CLIL Pedagogy Theories and Examples
Richard Pinner
How to integrate content learning with language learning has been a central issue in current research on CLIL (Dalton-Puffer et al.,2010). In this talk I present our experience in developing an innovative approach, ‘Concept+Language Mapping’ (CLM) (Lin & He, 2017; He & Lin, forthcoming), by drawing on Lemke (1990)’s ‘thematic patterns’ theory to tackle the challenge of integrating language scaffolding into the teaching of complex content topics in secondary science classrooms in Hong Kong. Implications for content-based language education or ‘Soft CLIL’ will also be discussed.
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