Foreign Language Pedagogies & Intercultural Language Learning (EN4 Reflection 9)

New map from Clio Online:

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Have students talk about it. How do you see the world - True Size

To expect the average working teacher, however giftet, to write a viable general language course is like expecting the first violinist to compose the whole of the orchestra’s repertoire in his or her evenings off. - Michael Swan

John Hughes - freelance for National Geographic

High to low order:

  • Create (Critical & Creative Thinking): "Present your new idea to the class."
    • Make
    • Draw
    • Plan
    • Write
    • Present
    • Solve (a problem)
  • Evaluate (Critical Thinking): "Choose the best idea in your group." 
    • Discuss
    • Think
    • Believe
    • Choose
    • Decide
    • List
    • Conclude
  • Analyze (Critical Thinking) "Work in groups and read the list of ideas. Which do you like? Why?"
    • Ask for/look for (information)
    • Study
    • Test
    • Compare
    • Find Out
    • Search/Research
  • Apply (Basic Comprehension & Critical Thinking): "Work in pairs. Plan a holiday with the phrases from the listening."
    • Use
    • Show
    • Practice
    • Describe
    • Match
    • Know why/how
  • Understand (Basic Comprehension): "Read the text and answer the questions."
    • Understand
    • Know
    • Find
    • Translate
    • Answer
    • Define
  • Remember (Basic Comprehension) "Listen to these words and repeat them."
    • Say
    • Repeat (say again)
    • Remember
    • Learn
    • Read/Listen
    • Write/Speak

Creative Thinking: Write a story, make a video, give a presentation

Critical Thinking: Solve problems, rank items, question personalize, give opinions with reasons, analyze discourse, say why and because.

Basic Comprehension:  drills, gapfills, multiple choice, ask yes/no questions, translation, copying from the board, match the pictures.


  • Why
  • Where
  • Who
  • Which
  • When
  • What
  • How

Giving an opinion

  • I think that ...
  • I believe that ...
  • I know that ...
  • It's excellent/great/good/OK/not very good/bad/terrible

Giving reasons and opinions

  • Because/So/Or

Comparing and contrasting

  • It's better than .../the best
  • It's more important than/the most important
  • But/However

Adding and exemplification

  • And/Also/For example/In addition

Values and Short Films in Language Education


Overview of the session

1.Why are values important in language education?

2.What are universal and global values?

3.What are values affirmations?

4.Why are values affirmations beneficial in education?

5.How can we use short films and videos to encourage students to reflect on values?

6.How can we get students to use media creation projects to reflect on values?


“If we want to provide quality education in our societies, Values Education needs to be at its core. The children we teach are our future; as educators, we have a responsibility to ensure that the classroom provides environments that allow learners to explore the values and skills they will need to navigate a more interconnected and globalised world, one of diversity and inclusion.”

Shay Coyne


“We have a responsibility as teachers and publishers to think about

possible correctives to the dishonesty and intolerance we see all around us. Hard as it might be, and unnatural as it might feel, we need to find ways to meaningfully integrate in our lessons the values we want to see reflected in the world.”

Emily Hird


Students should be encouraged to reflect on and discuss values.


Universal Values

“...universal values....are values that a great many human beings in the vast majority of places and situations, at almost all times, do in fact hold in common, whether consciously and explicitly or as expressed in their behaviour…”

Isaiah Berlin


Universal Values

altruism, authenticity, community, compassion, creativity, determination, fairness, honesty, generosity, kindness, optimism, respect, responsibility, self-respect, tolerance, and wisdom


Global values

A global value is a goal or standard vital for living in the interdependent world.


Global values

Justice, freedom, peace, dignity, equality, human rights,

democracy, social responsibility, tolerance, independence, environmentalism, multiculturalism, and anti-consumerism.


Values affirmations are welltimed interventions that encourage individuals to reflect on values that are personally relevant to them.


Value Affirmation Activity 1

Make a list of the values that matter most to you.


Value Affirmation Activity 2

Reflect and write about things most important to you — your relationships with friends or family, or your personal interests.


Why are values affirmations

beneficial in education?


1. Reduce stress

“These findings suggest that reflecting on personal values can keep neuroendocrine and psychological responses to stress at low levels.”

Traci Mann, UCLA


2. Strengthen willpower

"Self-affirmation holds promise as a mental strategy that reduces the likelihood of self-control failure.”

Journal of Personality and

Social Psychology, May 2016


3. Response to feedback

“Even a simple reminder of one’s core values reduces defensiveness against threatening information.”

Michael Inzlicht, 2012


4. They help minority students.

“It's clear that broadening their perspectives on themselves reduces minority students’ sense of threat and therefore the likeliness that they will falter.”

Geoffrey Cohen, 2012


How can we use short films and videos to encourage students to reflect on values?

Short films and videos are an efficient and engaging medium through which to introduce values into the classroom and to encourage students to reflect on values.


• They’re short

• Tell a whole narrative

• Attention grabbing

• Deal with values

• Deal with contemporary issues

• Multimodal texts


Soar - silent short film

What values are illustrated in this film?

  • Determination

  • Altruism

  • Creativity

  • innovation

  • Perseverance

  • Empathy


Are these values important to you?



Why might this value be important to someone else?


Are these values important in society?



Ali’s Story

What is success?

Gabe & Chris Lopez

Scaffolding: Change


Step 1

Is there anything you would like to change about yourself?

Write a personal list in 3 minutes.

It could be things like

  • Haircolor

  • Height

  • Weight

  • Skincolor

  • Gender


Step 2

Choose 1 thing on your list - choose a thing that you are comfortable sharing with a classmate.


Why do you want to change it?

Is it because you are curious about how it would be like?

Is it because you don’t feel good about this part of you?


2 and 2

Share your story with a classmate


Step 3

How would your life be different if you changed all these things?


2 and 2

Share your story with a classmate


Challenge the students to reflect, by playing the devils advocate and provoke the students a little.


In a Heartbeat


Useful 90 minute lessons for substitute teacher jobs 


BBC: Teens lesson plans (50 min.)

  • Go to page 101 in Liddicoat & Scarino.

  • Choose one or two lesson plans and use the criteria for evaluation on p. 101-102.

  • Discuss possibilities for adaptation for intercultural learning p. 102-105. & Klædt på til verden (60 min.)

  • Skim the material

  • Choose one or two activities for intercultural learning that you find particularly interesting and useful.

  • Argue for your choice using theoretical approaches and concepts you have learned throughout your English teaching.

  •  Make a poster presentation which highligts your findings and prepare a short sum up in class.