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Behind the Looking Glass

Behind the Looking Glass. Mass Media and Socio-Cultural Understanding. All men like….. All African-American men are…. All celebrities…. Stereotypes. Objective: Use descriptive words to challenge our thinking about stereotypes. Level: Intermediate (B2) . Did someone say MASS media?.

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Behind the Looking Glass

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  1. Behind the Looking Glass Mass Media and Socio-Cultural Understanding

  2. All men like….. • All African-American men are…. • All celebrities… Stereotypes Objective: Use descriptive words to challenge our thinking about stereotypes. Level: Intermediate (B2)

  3. Did someone say MASS media?

  4. Write the words that come to your mind when you think of Michael Jackson. • Group them with a partner and label the categories. Quick Write

  5. Lyrics Only: http://www.youtube.com/watch?v=iW8UsJvC4rM Dig more deeply: Listen and Read the Lyrics

  6. Read the lyrics in your handout. Add new words to your ‘Quick Write’ Are there any new categories? Share your words with another pair of participants. Are there words you hadn’t thought of or are new to you? What is the song about? How has your idea of Michael Jackson, the celebrity changed?

  7. “Man In The Mirror” sold as a single in the spring of 1988, Nominated for Record of the Year at the Grammy Awards. Topped the Billboard Hot 100 for two weeks. Why?

  8. http://www.youtube.com/watch?v=IMJ39RAvgA4 http://www.contactmusic.com/video/michael-jackson-man-in-the-mirror Be the change… you want to make in the world

  9. Natural Disaster Violence Hatred Genocide Stereotypes Military Relief Rescue Homecoming Leadership Peace Solidarity Change

  10. Re-read the lyrics What new understandings do you hold now for the song? What new ideas come to your mind now?

  11. Be the change… you want to make in the world • Responses: • Other celebrities have broken stereotypes and have created positive change in the world. • Create a photo essay using a sentence frame: • Before I thought Angelina Jolie was…. but then I learned that she….. this helps people because…. • Survey http://surveymonkey.com your friends about small and big changes they have made to help others. Report on the results in Facebook or in a blog. • Create a children’s story: http://learnenglishkids.britishcouncil.org/en/make-your-own/story-maker • Create your own video to the song ~Photostory: http://www.microsoft.com/en-us/download/details.aspx?id=11132

  12. Traditional Contrast GAP FILL: Put the words into the gaps in the text. Contrast with a more traditional lesson http://www.breakingnewsenglish.com/0906/090627-michael_jackson.html

  13. Produce ‘thin and flat’ repertoire even with texts aimed at ‘communicative competence.’ • Memorized chunks, ‘phrasebook English’ • Decontextualized learning Deficiencies in traditional EFL curricula

  14. Foster an intolerance for ambiguity • Pompous sounding – artificial (awkward pairings) • Textbooks ‘preachy’ not real world language • Artificial dialogues Deficiencies….

  15. Lead to more authentic language learning for language acquisition. Krashen (1989) “Interesting, meaningful, relevant, one step beyond current level of competence.” Authentic Texts

  16. Some direct grammar teaching done in tandem with real ‘languaging’. • Pre-teach vocabulary and grammar structures. • Lessons ~ 70% student centered activities: 30% direct teaching. Teens and adults acquire L2 differently from children

  17. Content • Schemata • Exogenous –prior knowledge – news casts • Endogenous – create own context – • (sporting incident, natural disaster) • - Visuals speak for themselves Criteria for assessing pedagogical value:

  18. Acoustic • Speech rate • Pauses, hesitation • Stress • Rhythmic patterning • Lexis/Syntax • Need high degree of redundancy • Repetition of: • Constituents • Paraphrasing • Synonyms Linguistic Difficulties

  19. Genre - Clear text structure aids in recall and comprehension • Narrative ~ Chronological • Non-Narrative • TV news cast ~ most difficult to process • edited monologues • interactive dialogue • American TV ‘infotainment’ with conversation, dramatic framing are more beneficial for acquisition. Text Type

  20. Visual text: Inscriptions, captions, posters, diagrams, • Music and background noise Coordination between audio and visual texts

  21. Experiment by Bahrani (2011) • 60 adult participants over a year ( 3 hours weekly) • pre/post-test design IELTS exam (listening and speaking) • 300 hours of exposure half control group and half experimental using news items. • Questionnaires every two weeks to assess prior knowledge connected to content items • Group using the news media scored much higher in fluency due to items such as the recycling features of news media. Study

  22. Magazines:Reader’sDigest, Time, Newsweek, National Geographic • Internet Sites • http://www.breakingnewsenglish.com/ • Video Streaming • This American Life: http://www.thisamericanlife.org/tv-archives/season-one/my-way • Blog discussion: • VOA blogs http://www.voanews.com/info/podcast/1356.html • ‪American Café • Podcasts • http://www.npr.org/rss/podcast/podcast_directory.php • Full text audio podcasts: http://www.npr.org/templates/search/index.php?searchinput=teen+talk&sort=match&tabId=text • Movie reviews with full text support: http://www.npr.org/sections/movies/ • Audio/Video • Voice of America • http://learningenglish.voanews.com/ • http://learningenglish.voanews.com/section/the-classroom/2345.html • MSN Video (clips from NBC news) Resources

  23. http://www.adlit.org/strategy_library/ • BEFORE: • Anticipation guides, graphic organizers and surveys to connect with prior knowledge • DURING: • Viewing multiple times: new focus each time • Double Entry Journal • Insert Method • AFTER • Class discussion • Blog discussion • Shared Talk • Facebook surveys with native English speakers to confirm or adjust cultural interpretations. • Report back to class Pre/Post-understandings • Graphic Organizers • Exit Slips • Quickwrites • Photo Essays Learning Sequence

  24. Bahrani, T. (2011). The role of audiovisual mass media news in language learning. English language. teaching. Vol.4, No. 2; Retrieved July 14, 2012 from www.ccsenet.org/elt Hwang, C. (2005). Effective EFL Education through popular Authentic Materials. Asian EFL Journal, Vol.7, Issue 1, Article 7. Krashen, S. (1989). The input hypothesis: Issues and implications. London & New York: Longman. Rymes, B. (2008). The relationship between mass media and classroom discourse. University of Pennsylvania Scholarly Commons. GSE Publications; retrieved July 14, 2012 from repository.upenn.edu/cgi. References

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