Scripted Fantasy in the Classroom

Hall, Eric; Hall, Carol; Leech, Allison

doi:10.4324/9780203974971

Cited by 3 publications

(1 citation statement)

References 10 publications

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“…The inspiration for t!iis activity, was my experience of a visualisation exercise in whch the learner imagines a journey to a 'wise person', the question he/she would ask, and the answer he/she might receive. (Hall and Hall 1990). The visualisation helped me in concrete ways as a newly arrived teacher in Hungary.…”

Section: How and Why Did The Activity Evolve And How Does Itparallelmentioning

confidence: 99%

Teaching poetry: Writing poetry — teaching as a writer

Spiro

2007

English in Education

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This paper considers the ways in which the au hentic strategies and struggles of the creative writer in formulating a text, can be translated into classroom activity. It explores four activities which derived from my own practice as a writer, and demonstrates the process of adapting, trialling and evaluating them in a range of diffcrent classroom settings. The paper attempts to answer the questions: u ere these 'real-life' processes successful as a basis for learning activities? How did the learners respond and what can we learn from heir responses? The paper concludes with the premise that being congruent with one's own 'reallife' strategies can indeed lead to valid learning activities, and that these activities help us to deconstruct many of the rrvths about what it means to be creative. Key Wordscreativity, authentic learning activities, poet y in the classroom. zuiting poety, creative wiiting in the classroom, writin 7 processes, leariling to write 78 Enplish in Education Vo1.41 No.3 2007

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Section: How and Why Did The Activity Evolve And How Does Itparallelmentioning

confidence: 99%

Teaching poetry: Writing poetry — teaching as a writer

Spiro

2007

English in Education

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Professional and personal development for teachers: the application of learning following a counselling module

Hall

Şirin

1996

Brit J of Edu Psychol

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A group of 82 teachers from a wide range of educational settings attended a one‐term, 30‐hour counselling module which was embedded in a Master's Degree programme in Human Relations. This article reports an evaluation of the extent to which the participants applied this learning in their professional and personal lives. The use of a self‐report inventory demonstrated no significant changes in the use of the counselling strategies immediately after the training, but significant changes one year later. This implies a substantial sleeper effect, where the positive effects of the training were appearing well after the module had ended. The study provides information on the general effectiveness of counselling training and in relation to specific counselling strategies. Differences according to age, gender, length of work experience and previous experience of counselling courses were identified. Qualitative reports including interviews, diary reports and goal setting, indicate substantial applications of counselling strategies in both professional and personal life.

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An Application of the L2 Motivational Self System to Motivate Elementary School English Learners in Singapore

Magid¹

2013

Journal of Education and Training Studies

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I will describe a program that I developed to motivate grade five elementary school learners of English in Singapore to put more time and effort into learning English by enhancing their vision of their Ideal second language (L2) self and making their goals for learning English more clear and specific. The Ideal L2 self is the representation of the L2 attributes that one wishes to possess if one is able to master one's L2. The participants, who were separated into a control group and an experimental group, lacked both confidence in their English and the motivation to study it. They also had negative attitudes toward studying English. During the training program, which consisted of a series of workshops, I asked the participants in the experimental group to imagine scripted imagery situations to enhance their vision of their Ideal L2 self. I also helped these participants to develop clear and specific goals and action plans for learning English. The mixed methods longitudinal study, which lasted four months, employed a series of questionnaires and interviews in order to assess the participants' motivational development. The main findings were that 90% of the participants in the experimental group became more motivated to learn English, more confident in their English, and exhibited more positive attitudes toward learning English as a result of the program. Only 50% of the participants became motivated, 75% became more confident, and 90% improved their attitudes toward learning English in the control group.

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Scripted Fantasy in the Classroom

Cited by 3 publications

References 10 publications

Teaching poetry: Writing poetry — teaching as a writer

Teaching poetry: Writing poetry — teaching as a writer

Professional and personal development for teachers: the application of learning following a counselling module

An Application of the L2 Motivational Self System to Motivate Elementary School English Learners in Singapore

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