Se ha denunciado esta presentación.
Utilizamos tu perfil de LinkedIn y tus datos de actividad para personalizar los anuncios y mostrarte publicidad más relevante. Puedes cambiar tus preferencias de publicidad en cualquier momento. • Secondary Education activity 1
Presentation for language class
This presentation covers ... • Secondary Education activity 2
• This is the definition of the word "refugee" according to
th Oxford Eng... • Secondary Education activity 3
• Do we talk differently about migrant and refugee people
in these circle... • Secondary Education activity 4
As a complement to this activity we suggest a ...
Próxima SlideShare
Cargando en…5

Activity guide (Secondary Education) - More than words

107 visualizaciones

Publicado el

The uses we make of language shape our reality and the way we see the world and other people. What lies behind words like "refugee" or "migrant"? Where do they come from? What is their precise meaning? How do we use them? Transform for one day your language class in a space to reflect on words, their use and our possibilities to use them as an aid tool.

Publicado en: Educación
  • Sé el primero en comentar

  • Sé el primero en recomendar esto

Activity guide (Secondary Education) - More than words

  1. 1. • Secondary Education activity 1 MORE THAN WORDS Presentation for language class This presentation covers different issues concerning the use of language.The slides, though complementary as a whole, are independent in content so we can use them altogether, or select a few of them – or even only one – accordingly to the needs of our students. The activity can conclude with the elaboration of communicative contents to support refugee children as suggested in the 11th slide.These works or pictures of them can be shared on the blog of your school or be shared in social media. Besides, you can publish a post in to share your experience with other schools participating with UNICEF. The use we make of language can shape our everyday reality, the way we see the world and how we relate to others. When we refer to migrant and refugee people, we show our personal or group mindsets and we contribute to raise or demolish barriers around them. It is also important the way we talk about ourselves: if I settle in another country, do I see myself as an immigrant, a refugee, a traveller…? These are some of the issues that may be addressed through this language class activity on the word "refugee", its roots, its uses and its connotations. The activity focuses on a presentation to be projected at the classroom. We can complement this activity with the elaboration of a collaborative Welcome Passport. OBJETIVES • To review some lexical, semantic, etymological and social aspects of the word "refugee". • To reflect on the communicative use we make of language and the personal and social implications of these ways of communicate. • To work on abilities to express ourselves in a way that allow us to show our support to other people. YOU WILL NEED… • Presentación para proyectar: "Refugiado, da : Más que palabras" SUPPORTING MATERIAL • Guía de actividades y recursos de educación en derechos y ciudadanía global sobre los derechos de los niños y niñas migrantes y refugiados, disponible en SECONDARY EDUCATION ACTIVITY Some questions that may guide the work on each slide s s
  2. 2. • Secondary Education activity 2 • This is the definition of the word "refugee" according to th Oxford English Dictionary. • Would you add or eliminate anything in the definition? Is there anything that you find remarkable in it? • In 2015 it was choosen as the word of the year by Fundéu (a foundation for the correct use of language in the mass media), as it is a word that has been very used by the media but it hasn't been always used properly. Do you have any doubt about the use of this word? SLIDE 1 • What do the Ancient Greek and Latin words have in common? • Do you know more words originated from Ancient Greek or Latin? • Who was Phyge or Fuga? What does this myth tell us about the word "refugee"? • Do you know any other word with a mythological origin? SLIDE 2 • Here we have the word refugee in different languages. • What do these words have in common? How do they begin? How do they end? • Can you group the words by their likeness? • Are the most similar words spoken in close countries? • Which of them are rooted in the Ancient Greek and Latin words seen before? • How many of these languages are nowadays spoken by refugees? And in the last one hundred years? SLIDE 3 • These words share a lexical root with the word "refugee", but they mean different things. What are their meanings? • Is there any common element shared by all these words? Is there any common idea underlying all of them? • What would be the world with a denotation closer to "refugee"? And the more distant one? • Which of them have positive, negative or neutral connotations? What do you think are the connotations in the word "refugee"? • Can you think of other words with a similar lexis? SLIDE 4 • Which words do you think have a stronger semantic similarity to "refugee"? What would be the more different? • Is there any word you think that shouldn't be there? Why? • If you had to group them as positive, negative or neutral words, how would you do it? • If you had to make a concept map linking all the words, how would you do it? • Would you add words to this list? What would be them? Add them to a concept map. SLIDE 5 • Did you know these words? • Which are the denotative meanings of these words? Which are the connotative meanings? What pragmatic uses do we make of them? • Do the speaker intention and the listener mindset affect the meaning of these words? And the context? Which of them are always insulting and which are only offences depending on the context? Can you think of an example? • Do you know the song “Frijolero”, by Molotov? What language uses catch your attention in this song? Do you know other similar songs? • Which other words similar to these do you know? Do you think it is correct to use them? • Do you think the very word "refugee" can be pejorative? "Common Sans" is a typographical font created by an awareness campaign that transforms automatically the word "refugee" by "human"? What do you think of it? SLIDE 6
  3. 3. • Secondary Education activity 3 • Do we talk differently about migrant and refugee people in these circles? • What things are told and what are silenced in each place? • Why do you think there are different discourses about migration and asylum seeking in different settings? • Do you think it is positive or negative to change our discourse about a topic in different contexts? Who does it benefit? Is there any possible harm in it? SLIDE 7 • Where are this people from? • Who do we think of when talking about a refugee? (E.g.: Woman, man, baby, girl, student, worker…) • Where do we think are living more refugees nowadays? In Europe, in Asia, in Africa or in America? • Do you think refuge is a recent phenomenon or that it is a very old reality? SLIDE 8 • What have you seen, read or listened in the news? • What do we know about refugees from what it is said in the media? • If we had to describe a refugee only by what is depicted in media, what kind of person would he/she be? SLIDE 9 • Would you say there are political decisions underlying these pictures? • Do you think they are correct or incorrect decisions? Who do they benefit and who do they harm? • What decisions would you take if you were in a government? • What decisions are international, which of them are national and which others are local? • Which level of government do you think you could influence more: international, national, regional or local? What could you do? SLIDE 10 • What would you like to express about migrant and refugee children? • What format would allow you to express yourself better? • What would be your audience? • What do you want to communicate? Do you want to inform, to convince, to educate or to mobilize others? • What are the resources and abilities you can count on? What difficulties do you foresee? • How would you do it? How would you broadcast it? SLIDE 11
  4. 4. • Secondary Education activity 4 CHILDREN'S DAY CELEBRATION As a complement to this activity we suggest a very special activity on November the 20th (Universal Children's Day): to create a collective Welcome Passport to reinforce our rights to identity, citizenship and protection and to symbolically invite children seeking for refuge and shelter. You can customize and download the passport in PASAPORTEDEHUMANIDADPASAPORTEDEHUMANIDAD ©UNICEF/UNI197544/Ose HUMANITY PASSPORT HUMANITY PASSPORT