Open book with stories coming out of it

Creating a reading culture in the CLIL classroom: encouraging exploration through storybooks

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Children enjoy listening to stories in their mother tongue and are familiar with narrative conventions. For this reason, storybooks can provide an ideal introduction to the foreign language as they present language in a repetitive and memorable context. Storybooks can also act as a springboard for a wide variety of related learning activities.Stories have an innate ability to captivate learners of all ages. By introducing storybooks in your CLIL lessons, you not only provide an engaging and enjoyable learning experience but also offer a valuable opportunity for students to explore scientific concepts in a meaningful context.

Although the primary curriculum in most countries is usually very full, it can be beneficial to integrate or link language work with other school learning for many reasons:

  • Stories present situations that require analysis and problem-solving, fostering critical thinking skills among students. By connecting scientific concepts with real-life scenarios, storybooks encourage students to think creatively and apply their knowledge to new situations.
  • Stories may provide children with a broader perspective or world view. This increases their cultural knowledge and provides opportunities to develop aspects of citizenship, such as a multicultural or global view of the world
  • Stories also reinforce certain key content areas and concepts that cross subject boundaries and underpins more general learning across the curriculum.
  • Storybooks provide a foundation for students to develop their background knowledge in Science. Through narratives, students gain exposure to various scientific phenomena, processes, and theories, creating a solid understanding that serves as a basis for further exploration.
  • And last but not least, stories can maximise the limited time often given to foreign language learning by offering opportunities briefly to revise or review relevant language as the opportunity arises, for example, taking two minutes to revise numbers in English in the maths class.

Before using storybooks in CLIL classes, take into account the following tips:

  • Choose relevant and engaging stories: Select storybooks that align with the scientific topics you are teaching. Look for narratives that present scientific concepts in an age-appropriate and engaging manner. Consider books with vibrant illustrations and relatable characters to capture students’ interest.
  • Plan some pre-reading activities: Before diving into the story, engage students in pre-reading activities to activate their prior knowledge and build curiosity. Ask open-ended questions, conduct a class discussion, or use visual aids to introduce key vocabulary and concepts.
  • Organise during-reading activities: Encourage active participation during the reading process. Pause at appropriate intervals to ask comprehension questions, encourage predictions, or promote discussions related to the scientific content of the story. Incorporate activities such as think-pair-share or small group discussions to foster collaboration.
  • Prepare post-reading activities: After completing the story, reinforce learning through various activities. Students can create concept maps, draw illustrations, or write summaries to consolidate their understanding of the scientific concepts explored in the story. Additionally, extend the learning by conducting hands-on experiments, research projects, or presentations related to the topic.
  • Establish a reading corner: Create a dedicated reading corner in your classroom, stocked with a variety of storybooks related to Science. Encourage independent reading or allocate specific reading times during the week. This space can become a cozy and inviting area for students to immerse themselves in the wonders of science through books.

By incorporating storybooks into your CLIL Science lessons, you foster a love for reading, ignite scientific curiosity, and create an engaging learning environment for your students. Remember, the goal is not just to teach Science but to inspire a lifelong passion for exploration and discovery.

We hope these tips and ideas inspire you to infuse your CLIL classroom with the magic of stories. Watch your students’ imaginations soar as they embark on captivating scientific adventures through the pages of a book!

If you want some more easy and ready-to-use ideas, subscribe to my newsletter and receive a free set of classroom ideas.

Carol Anne Duffy Poet Laureate

One of my favourite poems: Originally by Carol Anne Duffy

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Poetry is not just about rhyming words or stringing together pretty phrases. It has the power to touch our hearts, inspire change and promote understanding. And when it comes to teaching values and citizenship, poetry can be an incredibly effective tool.

Dame Carol Ann Duffy, Britain’s Poet Laureate from 2009 to 2019, is the first woman, the first Scot, and the first openly gay or bisexual poet to hold the position. In her autobiographical poem, ‘Originally’, Duffy considers and explores the sense of isolation and confusion she felt as a child when her family moved from Scotland to England. She describes both the literal details of the journey as well as the deeper, metaphorical journey that she and her family experienced as a result of this decision. This poem is a powerful exploration of the experience of emigration and the sense of displacement that can come with it. Through vivid imagery and evocative language, Duffy captures the complex emotions that arise when we leave our familiar surroundings behind and venture into the unknown.

The initial catalyst for the poem, the memories of the move and her gradual assimilation into her new home, provokes a more philosophical meditation on the subject of childhood itself. Perhaps the most significant line in the poem comes at the start of stanza two when she asserts that All childhood is an emigration, revealing clearly the universal truth that the process of growing up is always synonymous with change.

Through a variety of activities, students can explore themes such as childhood nostalgia and emigration in an interactive and meaningful way, giving them a deeper understanding of the poem’s message and the complex emotions that can come with leaving one’s homeland and the challenges of adjusting to a new culture.

The poem can be found in The Other Country (Anvil, 1990) and online on https://www.scottishpoetrylibrary.org.uk/poem/originally/ 

Whether a particular poem translates the human ephemeral phenomenological experience in general into words, or translates the experience of one group of people to another, one thing is for certain: poetry isn’t going away anytime soon. Like society itself, it is likely that the role of poetry will be forever-changing, adapting itself to the needs of society as poets see fit, and as the human experience necessitates.

If you would like to receive a free worksheet with activities based on this poem, subscribe to my newsletter. You will receive it twice a month with a wealth of exclusive content.

Exploring diversity: a poem about neighbours

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Benjamin Zephaniah is a British writer, dub poet and Rastafarian, born and raised in the Handsworth district of Birmingham, which he has called the “Jamaican capital of Europe”. He writes that his poetry is strongly influenced by the music and poetry of Jamaica and what he calls “street politics”. Zephaniah has spoken extensively about his personal experiences of anti-Black racism in Britain and has incorporated his experiences in much of his written work. He was included in The Times list of Britain’s top 50 post-war writers in 2008 and he was recently nominated to be an Oxford don.

In his poem ‘Neighbours’, the narrator describes himself: he is black, foreign, big, has dreadlocks, is uneducated, uses drugs (a grass eater), the type you are supposed to fear. He speaks a strange, unintelligible language (“I talk in tongues”) and keeps company with wild animals. The poem can be found on Zephaniah’s website https://benjaminzephaniah.com/rhymin/neighbours/

The neighbour is not described, but we may assume that he is the narrator’s opposite: a native Briton, white, small or medium-sized, with an ordinary hair style and he might feel threatened by his new neighbour who is “the type you are supposed to fear”.

Part 1 has words with negative connotations, e.g. black and foreign, where Part 2 has the positive counterparts, e.g. dark and mysterious; moon/night – sun/day. Part 2, stanza 1 (lines 22-29) is a contrast in content: this time the narrator lists the positive stereotypes. The last stanza (lines 30-31) is the narrator’s simple statement about how he feels.

The title: “Neighbours” indicates that the two characters live next door to each other and they can’t help noticing each other. This is how it is in today’s multicultural Britain and elsewhere: no ethnic group can live in total isolation – so why not make the most of it?

The message the poet wants to send is that prejudice makes you see things and people from one side only – most often the negative side because you are afraid of the unknown. He points out the other side – the positive one (“I am the type you are supposed to love”), and in this case the narrator, the stranger who is about to move in, is good-looking, intelligent, does not drink, does community work (talks in schools), is talented, appears on TV and in the newspapers, and has prominent friends (cool cats).

The main themes of this poem are xenophobia (fear of strangers) the negative stereotypes, and racial prejudice and it is important to understand that the poem does not, in any way, present any race as superior; it only tries to reconcile past differences and promote tolerance alongside equity.

If you would like to receive a free worksheet with activities based on this poem, subscribe to my newsletter. You will receive the newsletter twice a month with a wealth of exclusive content.

Unlocking the power of poetry: How it can inspire active citizenship, moral reasoning and ethical behaviour

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Poetry has been captivating audiences for centuries. By tapping into the emotions and experiences of humanity, it can inspire profound personal transformation and drive positive change in society. Poetry can be used as a tool for moral reasoning and ethical behaviour. Through poetic expression, we are able to explore difficult concepts and ideas in a way that is accessible and understandable. We can use poetry to think about complex issues from multiple perspectives, and to develop our own moral compass.

In a world that is often divisive and violent, the power of poetry to unite us around shared values and common humanity is more important than ever. Poetry can help us to see the world through different eyes, and to understand that we are all ultimately connected. As citizens of the world, it is our responsibility to use this power for good.

Poetry can be an effective means of communicating ideas and provoking thought. It can be used to challenge assumptions, open up new perspectives, and promote dialogue. When read aloud, poetry can be especially powerful, providing a shared experience that can help build community and foster empathy.

While poetry is not always explicitly political, it can still inspire active citizenship by promoting critical thinking and encouraging people to stand up for what they believe in. In these divisive times, poetry can remind us of our common humanity and help us see the world through others’ eyes. It can inspire us to work together for the common good and make our world a better place.

How to Integrate Poems into an Everyday Lesson Plan

When it comes to teaching children about poetry, there are a few different ways that educators can go about it. Some teachers prefer to teach their students the mechanics of writing poems, while others focus more on the appreciation and interpretation of poems. Whichever approach you take, there are a few key things to keep in mind when integrating poems into your lesson plans.

One of the most important things to do is to choose poems that are appropriate for the age and maturity level of your students. There is no point in trying to force a child to appreciate a complex poem if they’re not ready for it. Start with simple poems and work your way up from there. It’s also important to select poems that deal with topics that are relevant to your students’ lives. If you’re teaching a lesson on bullying, for instance, you might want to include a poem about bullying in your lesson plan.

Once you’ve selected the right poem, it’s time to start planning how you’ll integrate it into your lesson plan. One option is to simply read the poem aloud to your class and discuss it afterwards. You can also use the poem as a starting point for other activities, such as writing your own poems or creating artwork inspired by the poem. No matter how you choose to use the poem in your lesson plan, be sure to emphasize its importance and explain why poetry matters.

Other Ways in Which Poetry Can Foster Empathy & Teach Values and Citizenship

There are many ways in which poetry can help to foster empathy and teach values and citizenship. For example, poetry can be used as a tool for exploring other cultures and customs, thus helping to develop a greater understanding and appreciation of diversity. Additionally, poetry can be used to encourage reflection and introspection, prompting people to consider their own values and beliefs, and how these might impact on others. By promoting empathy and moral reasoning, poetry can play an important role in teaching people about active citizenship and ethical behaviour.

The power of poetry is profound, and its impact on humanity goes far beyond beautiful imagery and evocative language. It can inspire active citizenship as it encourages moral reasoning and ethical behaviour through thought-provoking reflections and stories. By immersing oneself in poetic works both old and new, readers gain insight into the human experience that transcends time periods — which helps foster a greater sense of empathy towards all life. Poetry has a lot to offer those willing to look beyond words alone.

If you are interested in learning more about how to work with poems to teach values and citizenship, visit my You Tube channel https://www.youtube.com/c/AnnieAltamiranoTeacherTrainer 

Nicola Davies Poem: The day war came (and the plight of refugees)

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Nicola Davies is an English zoologist and writer. She was one of the original presenters of the BBC children’s wildlife programme The Really Wild Show and in the last few years, she has made her name as a children’s author.

‘The Day War Came’ is her poetic response to the impact of the British government’s refugee policies. It was first published in 2016 on The Guardian’s website and it had such an impact that it was soon turned into a picture book, with coloured pencil and watercolour illustrations by Rebecca Cobb.

The poem is the story of a girl, who is sitting in her classroom oblivious to the helicopters in the distance. Then, war comes with shocking suddenness “At first, just like a spattering of hail, a voice of thunder… than all smoke and fire and noise I didn’t understand.” She returns only to find a blackened hole. Alone, she follows a stream of refugees escaping over fields, roads, mountains. “War took everything. War took everyone,” Davies writes. Fleeing with others to physical safety, the child, tainted by her refugee status, is rejected repeatedly. She comes across a school and goes inside but the teacher sends her away “There is no room for you, you see. There is no chair for you to sit on. You have to go away.” In a hut, she hides under her blanket, exhausted and desolate. Woken by a knock on the door she finds a boy holding a chair. “It was a chair. A chair for me to sit on and learn… And drive the war out of my heart.” It isn’t the only chair. All the school children bing a chair for each refugee child.

Davies’s powerful words are sensitively represented by Cobb in simple child-centered illustrations, making this an accessible book for those young readers ready to engage with this difficult topic. Talking about human rights and refugees can seem complex and not relevant for discussion by primary school children. However, children face the basic issues of fairness, prejudice, conflict-resolution and human choice and action every day through relationships with their peers. Children know there is war in the world whether they have directly experienced it or not. This book and discussion may cause children to express anxiety about war or violence. Consider working as a team within your school or program community to address any big feelings that may arise. The active role children in the book play in welcoming the main character after her ordeal should help demonstrate the power of empathy and kindness to assuage anxiety and fear.

A major theme in this story, especially regarding the end, is kindness. Ask studnets to think how is kindness demonstrated in this poem. Why is kindness important in everyday life? The boy bringing the girl a chair is a small act of kindness that will have a huge impact on the girl’s life. Ask the class to give some examples of other small acts of kindness that could affect others and you could start a kindness campaign.

The poem is so emotive in its nature, with such a potent message about the power of kindness and hope, that it sparks a burning desire to help refugees in crisis. Mirroring this sentiment, a real-life campaign was launched shortly after the poem was published. People posted images of empty chairs as symbols of solidarity with those who children who had lost everything. Artists, illustrators, authors and the general public responded to The Guardian’s publication of Nicola Davies’s poem by painting, drawing and sketching an empty chair and sharing it on social media with the accompanying hashtag #3000chairs.

Writer Mathangi Subramanian said that “Poetry is a powerful tool for empathy, seeing things from different perspectives, for me poetry has been a way to step into someone else’s shoes.” It is also a beautiful way of dealing with some ugly themes.

Annie, Nicola Davies and Nayr Ibrahim at the APPI Conference in Lisbon, May 2023

If you would like to find out how to use this poem in class, click here and watch the video in my You Tube channel. And don’t forget to subscribe and keep updated on all videos and resources.

Screen shot with some mentors and mentees

My experience as an EVE-LAC mentor

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Screen shot with some mentors and mentees

When I was invited to join the EVE (equal Voices in ELT) team of mentors to work with LAC (Latin America and the Caribbean TESOL), I was really happy. As a Latin American myself, I welcome the opportunity to help fellow teachers in my region and I was so lucky as to be paired with Larissa, a young and enthusiastic teacher from Paraguay. It has been an exciting journey where I learnt about my teaching styles and developed my own skills as a mentor.

What is a mentor?

In my experience, it’s someone who is approachable, knowledgeable and has the resources to help their mentee reach their potential. It’s all about keeping your mentees best interests in mind and delivering support in a way that makes sense to them.

Mentoring is also a two-way street, a partnership between someone with experience and someone who wants to learn but always putting your mentee at the centre of the process.

While a mentor needs to have specific knowledge that the other doesn’t, every mentoring experience I’ve been through has been thoroughly enlightening and I’m quite sure I have learned as much from my mentees as I hope they have through my mentoring.

Also, a key part of being a mentor is listening. When mentors actively listen, they not only absorb the information being shared but also gain valuable insights and perspectives from every sentence spoken by their mentees. By showing genuine interest and attentiveness, mentors create a safe and supportive environment where mentees feel comfortable sharing their thoughts, concerns, and goals. This rapport strengthens the mentor-mentee relationship, fostering effective learning. By listening carefully to what mentees say, mentors can identify patterns, underlying issues, and areas requiring further exploration. This comprehension enables mentors to tailor their guidance and support accordingly.

Mentors are by definition taking a leadership role, and as in most leadership roles this is not about proclaiming about how you are more knowledgeable or more experienced than the person you are trying to support, but about helping them understand their strengths and make the most of them through the channels of your vision and experience.

It’s being Yoda, not Luke!

It is implicit that as a mentor, your role entails motivating your mentee to aim for excellence. Your mentee seeks your guidance due to your possession of knowledge, connections, or experiences that they lack. At one point, you were in their position, embarking on your career or acquiring a new skill. The unknown future can be intimidating and daunting. Provide reassurance to your mentee and assist them in developing confidence in their abilities, skills, and self. This is your ultimate job as a mentor, and you will likely find it to be as equally rewarding an experience for you as it is for her.

When we started working together, we followed a number of steps.

  1. Establishing expectations and ground rules

Upon introducing yourself to the mentee, it is important to create a comfortable environment by clarifying your role and addressing any queries they may have regarding the mentoring process. Clearly communicate your expectations from them, such as being prepared with problems to solve or questions to discuss, being punctual, and maintaining a professional and respectful relationship. Additionally, explain the support you are prepared to offer, such as coaching, teaching, and providing relevant opportunities.

  1. Conducting a needs assessment

Inquire about the mentee’s priorities during your meetings. Understand which aspects of their job or career they are most interested in learning about and the areas they wish to improve upon.

  1. Setting mutual goals

Determine the focus areas the mentee would like you to concentrate on as their mentor. Prioritize these goals together and establish the amount of time you will dedicate to addressing initial issues and the depth of exploration required.

  1. Establishing a contact schedule

Decide how frequently you and your mentee will meet in person. Clarify whether you will be available for phone or email/text consultations throughout the workday and evening or only during specific time slots on particular days. Clearly communicate your availability boundaries, ensuring that you provide sufficient support without overwhelming your mentee.

  1. Listening, inquiring, and advising

While you may possess a wealth of accumulated wisdom, it is essential to recognize that the mentee is not an empty vessel awaiting your knowledge. Prioritize listening to what the mentee has to say before offering your opinion. Engage them in conversations to understand their perspective and insights, which you may not have previously considered.

  1. Allowing them to make their own decisions

As a mentor, you often possess more knowledge and experience than the mentee. It may be tempting to simply provide them with directives. However, this approach would hinder their ability to think critically, develop solutions, and learn from trial and error. Furthermore, even with your wisdom, you may not have all the answers.

  1. Maintaining mutual accountability

If you make a commitment to address an issue or provide resources to the mentee, ensure that you follow through within the agreed-upon terms.

Mentoring is a process that leads to professional growth and improved educational outcomes for both the mentor and the mentee. Mentoring allows experienced educators to share their knowledge, guidance, and support with novice teachers, fostering a nurturing and collaborative environment. Through this process, mentors contribute to the development of confident and capable teachers, promoting continuous improvement in the education field and positively impacting student learning experiences.

Notebook, pen and poetry book

The Young Poets’ society – Using poems to develop language skills

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Poetry can be used to exploit various aspects of the English language in the foreign and second language classroom. It can be harder to write than prose, but some simple forms can be just as easy and fun to write. Besides it will give the students the opportunity to explore language, organise ideas, manipulate structure and vocabulary and give free rein to their imagination and feelings.

Watch the videos on my YouTube channel Empowering Teachers Worldwide https://www.youtube.com/c/AnnieAltamiranoTeacherTrainer  You will find tips and ideas to get your students writing poetry and developing vocabulary, language and speaking skills.

If you like those ideas, click on this link here https://tinyurl.com/3y79rkbj to access a worksheet with copies of those activities plus a few others that you can use in class. I hope you enjoy them!

 

Opening image of the Brighter Thinking pod

Brighter Thinking Pod – Episode 2

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Back in 2019, Cambridge University Press – Education started a series of podcasts: The Brighter thinking Pod, a place where international education professionals from all backgrounds, teachers, authors, key subject figures and more, get together to discuss the challenges faced by teachers in a modern classroom and discover new teaching ideas.I was invited to take part in the second podcast with Margaret Cooze, Linda Fisher and our host Andrew Campbell, whom I had met during the Cambridge global english tour in Indonesia. We discussed all things English as a Second Language. With classroom advice, lesson inspiration and tips for ESL teachers around the world, you won’t want to miss out. Click here to listen http://www.brighterthinkingpod.libsyn.com/

Searching for equality in ELT – EVE (EQUAL VOICES IN ELT)

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This is the blog post I wrote for EVE (EQUAL VOICES IN ELT) four years ago. There have been some changes partly due to the efforts of EVE and the support they have received from most teacher associations and a lot thanks to the fight individual teachers have put up to defend their rights; however, a lot still needs to be done https://evecalendar.wordpress.com/

There are two issues that have preoccupied me during my professional life.

The first is, does it really matter if the person giving a plenary or a keynote at an international ELT conference is a man or a woman?

Your reply will most likely be: No, it doesn’t matter, as long as the speaker is a professional. However, for many years, I wondered whether there were no female Big Names in ELT precisely because the vast majority of plenary and keynote speakers were, and in many events still are, men. Women are under-represented at the top of the tree even though ours is a profession where most practitioners are women.  I don’t mean to say that conference organisers actively discriminate against female speakers. Maybe they just don’t think about it, and I do see that as a problem, because there are many women on the organising boards of these conferences.
The second issue is a passport-related one.
I arrived in Spain 16 years ago, and soon afterwards I started offering my services as a teacher of English.  Although I had considerable experience teaching a range of levels and ages, was in possession of a post-graduate degree from a British university, had served as a Cambridge Oral Examiner in my home country, Argentina, and was already a published ELT author, I found I lacked the most important qualification: I wasn’t a Native Speaker. ‘You have a fantastic CV but you’re not ‘a native’  was the mantra I kept hearing. And I wasn’t the only one!
However, I have also discovered that native English teachers could also be discriminated against. Some employers demand specific accents: British as opposed to American or Scottish or Irish, not to mention African native speakers of English.
In due time, I joined TESOL-SPAIN and I must say I have been very lucky to find a group of like-minded fellow members and Board members, male and female, native and non-native, who actively work to eradicate discrimination in all its forms.
For many years, even when gender balance was not an issue in ELT, TESOL-SPAIN Annual Conference Coordinators tried hard to ensure equal representation in the line-up of their plenary speakers.
In recent years, we have extended our efforts to ensure that this balance is also present in our line-up of keynote and general speakers for our Annual conventions as well as in our regional events.
In 2018 and 2019, we received EVE: Equal Voices in ELT awards for our Madrid and Oviedo Annual convention line-ups, for which we are deeply grateful.
As for the NEST/NNEST issue, TESOL-SPAIN is particularly worried about the situation in Spain, where it is common for non-native English speaking teachers to be discriminated against, in favour of native English speaking teachers, regardless of  their respective qualifications, even for positions in official government  organisations.
Back in 2014, the Board issued the following  position statement against discrimination:
In compliance with Article 21 of the Charter of Fundamental Rights of the EU, TESOL-SPAIN stands in opposition to discrimination against teachers on the basis of their national, ethnic or linguistic background, religion, gender, gender identity and sexual orientation, in terms of hiring, promotion, recruitment for jobs, or employment conditions.
With respect to the common, long-standing notion, unsupported by research, that a certain ethnicity, accent, or national background gives a person an advantage as a teacher of English, TESOL-SPAIN firmly believes that all teachers should be evaluated and valued solely on the basis of their teaching competence, teaching experience, formal education and linguistic expertise. Therefore, TESOL-SPAIN does not condone job announcements that list “native English,” “native command of English,” “native-like fluency,” “standard accented English,” or similar, as required or desirable qualities.
There’s still a lot to do to achieve equality in the workplace at all levels, but we feel that if teachers’ associations, researchers and teachers all work together , we can make the change and set an example to other sectors. We are educators, and we can fight against discrimination at all levels through education.
Annie Altamirano, MA ELT & Applied Linguistics
Teacher, teacher trainer and author,
former President of TESOL-SPAIN, current Vice-president of TESOL-SPAIN.
If you want to know more about TESOL-SPAIN, visit http://www.tesol-spain.org/en/
If you want to know more about EVE, visit https://evecalendar.wordpress.com/

How can we start differentiating in the classroom?

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In this 5-minute video, I give a few tips on how to differentiate learning in the language class. I hope you find it useful. If you like it, subscribe to my You tube channel and

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https://youtu.be/gKU7GRy0m7I