Sessions / Location Name: F22: DO NOT RECORD
In an effort to develop disciplinary literacies students in tertiary-level learning contexts, there have been various pedagogical approaches to fostering the learning of both language and content (Marsh, 2002; Zappa-Hollman, 2018). One widely-accepted approach is content-and-language-integrated-learning (CLIL), pointing to the importance of nurturing discipline-specific literacies of students as apprentice scholars who can appropriately participate in the scholarly conversations and practices of a discipline (Airey, 2011). Further classroom-based research insights are needed to deepen our understanding of whether and how CLIL-based approach can contribute to students’ empowered identities as legitimate participants in academia. This presentation explores a coordinated project-based pedagogical effort by university educators in Canada aiming to develop the disciplinary literacies of international undergraduate students in a linguistically-responsive course. The presenter will draw on specific examples of how such a pedagogical effort informed by task-based, functional approaches to language learning may create an educational space cultivating empowered identities of students. The presentation will illustrate how students were invited to position themselves and others as producers of meaning with a sense of affective, cognitive, and communicative empathy while exploring the inextricable relationship between language and disciplinary knowledge. The presentation closes with pedagogical insights into the importance of empathy-fostering classroom discourse.
The ongoing COVID-19 pandemic-related anxiety, burnout, and stress (ABS), and fear have affected the quality of life of many people globally. Studies have shown that the number of individuals affected by depression has risen during the COVID-19 pandemic (Bueno, 2021). Such pandemic-related ABS, and fear of the unknown are likely to progress into mental related-illnesses if no intervention is carried out. Here, the positive effects of non-pharmacologic interventions such as massage, music, and yoga therapy have begun to be recognized (Lewis et al., 2018). In a similar vein, laughter therapy has also been discovered as an avenue to reduce ABS, due to its ability to change mood states instantaneously, lower blood pressure, boost the immune systems, increase concentration, and self-confidence (Subramoney, 2020). In this study, laughter meditation intervention (LMI), a technique which involves mimicking the act of laughing, was trialed with 70 volunteer participants to explore its potential to improve their positive psychological status. After two sessions, positive emotions, and reductions of ABS in the classroom were found. This result suggests that LMI is effective in ameliorating students’ wellbeing and encouraging them to be more resilient and positive about the unknown effects they face in a post pandemic era.
Formal education systems have faced the expectation of developing the whole learner and more recent calls are for developing lifelong learners. In the 100 years since Harvard Business School pioneered the case study approach, cases have become recognized as pedagogical techniques for experiential learning to cultivate the capacity for critical analysis, judgment, problem solving, and action. Experiential learning (Silberman, 2007) affords students in higher education with opportunities to meet course aims by applying knowledge and demonstrating skills. In addition to engaged language in use through preparation for class discussions consolidating both life and academic experience, case work supports students in building long-lasting abilities that transfer to situations beyond the classroom. This teaching practice session introduces the merits of case studies with examples used in discussion and business English courses sampled from various ELT materials and supplementary resources. The presentation also highlights seven meta-skills prompted through case study learning to better prepare students for work and foster an interest in ongoing learning after university. Participants will consider how they might incorporate cases studies in their context. Following a brief overview of constructivist pedagogy, this session will interest teachers looking for practical means to meet active learning demands and support learner engagement.
This workshop will outline practical approaches instructors can make use of in the classroom to promote the development of critical thinking skills in second language classes. The development of critical thinking skills remains central to the acquisition of effective, academic language skills (Benesch, 1999; Halvorsen, 2005). However, many instructors hesitate to target the development of such skills in language classes, fearing accusations of bias or being concerned about how to integrate the teaching of critical thinking and second language skills. After arguing briefly for the importance of teaching such skills in university classes, attendees will be introduced to several practical tasks and activities that can be used to promote the development of critical thinking skills. The ways in which critical thinking connects directly to academic writing, presentation, and discussion skills will be highlighted, and attendees will be given the opportunity to consider how tasks can be adapted for use in their specific teaching contexts. Advice will be given regarding how to remain fair and impartial when addressing controversial subjects, and strategies to help support students in independently developing ideas that are deep, logical, and coherent.