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Reflections on artefact 4

Reflection on “The Justice Compass” Activity – Using provocative statements produced by students in year 7. In designing this activity, I deliberately chose to use provocative statements written by the ESL students themselves. The choice to include an artefact produced by the pupils—complete with minor spelling and grammatical errors—was intentional and grounded in several pedagogical principles. Firstly, the statements are designed to engage students critically and emotionally, inviting them to reflect on complex moral and social issues in a safe environment. The controversial and opinion-based nature of the prompts helps stimulate authentic discussion, which aligns with Dewey’s experiential learning theory (1938),that states that real learning occurs when students are actively involved and emotionally invested. Furthermore, using statements without correcting the linguistic imperfections supports a process-oriented view of language learning, where communication and meaning-making ar...
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Artefact 4

  Provocative questions made by a group of three students in year 7 - to use for the activity: “The Justice Compass” – Debate Corners The objective is active listening, and critical thinking and the time estimate 20–30 minutes This exercise demands a bit of preparation. Firstly the classroom corners needs to be labellsed: Strongly agree, Agree, Disagree, Strongly disagree. ____________________________________________________________________________ It is okay to brake the law if you feel it is not fair. Animals have more rights than humans sometimes. Boys and girls should not play same sports in school. You can be good person even if you cheat in exam. People who don’t work hard should not get help from goverment. All peoples must speak English to live in Denmark. Rich people are not happy because they don’t have real friends. It’s not important to vote if you don’t like any politicians. Refugees should go back when the war is over in their contry. If someone hit you, it’s okay to...
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SDGs

  Teaching SDGs: Projects in English Title  Peace, Justice, and Strong Institutions Age group 9th grade Length of project 4 weeks (12 lessons of 45 min.) Developers  incl. contact details Theoretical background Kramsch (Language as a social practice) https://depot.litteratur.kp.dk/downloadbyexternalkey/e7f0bbfb937641368de4a960ea432f4b Kramsch emphasizes that language is not just a system of rules but a way of interacting with the world. Liddicoat & Scarino (Intercultural language teaching and learning) https://depot.litteratur.kp.dk/downloadbyexternalkey/84312b71fc69417eb6881d83b17e824a Connects language learning with cultural understanding They argue that language isnt just about grammar and vocabulary but also about how people think, act, and understand the world (sustainability and communities). Their intercultural approach supports the idea that students should engage with real-world topics (like SDG 11) to develop critical thinking and global awareness. SDG goals...
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Notes artefact 3

  Notes from class: Reading experiences Personal interests Ritual & reading To slow down Fun reading space Context, humor, dialogue Intercultural learning ( Bland ) It’s got to do with confidence to communicate with different cultural groups with sensitivity and interculturality → supported by reading fiction Stirring literary portrayals can provide a kind of magical mirror, drawing us into a different world where we encounter others with empathy/sympathy.  Storyworlds ( Hermann ): mentally and emotionally projected environments in which interpreters are called upon to live out complex blends of cognitive and imaginative responses. (The inner pictures, this idea of being able to create inner pictures is important).  Literature ( Bland )  Deep reading can promote all aspects of cognition and engagement with text. Emotion, empathy, ethics, knowledge of the world etc.  We go from working with literature to literature working on the reader .  Affordances o...
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Async 9

  Async 9 - Writing Genres As teachers we have many means to support our students to become better English writers. One way we can support their writing proficiency is by focusing on different genres. To effectively support the students’ written English proficiency in various genres, English teachers can draw upon the insights of scholars like Pauline Gibbons (Gibbons, 2015) and Lund & Villanueva (Lund & Villanueva, 2020) . Incorporating diverse genres into the curriculum not only enriches the language skills of the pupils, but also helps them develop a deeper understanding of different modes of expression and communication in English. Gibbons emphasizes the importance of providing authentic writing tasks that mirror real-world contexts, such as composing emails, reports or essays. This approach enables students to engage with language in meaningful ways and understand the conventions and purposes of different genres while also fostering communicative competence. When the w...
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