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I recently returned from a trip to Brazil where I was talking about teaching life skills to teenagers. By happy coincidence, the previous month I'd finally got round to reading Dear Me, a letter to my sixteen-year-old self.
Read MoreLike many people, I was having breakfast this morning when the news that David Bowie had died flashed up as breaking news on the different digital devices dotted around the flat.
Read MoreFor various reasons (including one of those landmark birthdays that come round from time to time), this summer I ended up with a brand new 12-string Ovation guitar.
Read MoreHere are 20 different things you can do with a song in class. Next time you want to use a song, choose the task you think suits it best. I’ve used some lyrics from the first verse of a song called 'Pepe’s Song'.
Read MoreA news story sparked off a debate last week. It all started with an item on the BBC Today radio programme in which presenter Jim Naughtie mentioned author guidelines that had been sent to an educational author by Oxford University Press. As the Daily Mail put it: 'Schoolbook authors have been told not to write about sausages or pigs for fear of causing offence'. The publisher (and many ELT authors) reacted with surprise. As Jane Harley, a primary publishing director at Oxford University Press, wrote in The Guardian: 'Given that our editorial guidelines that reference pigs and pork have been in place for as long as I can remember, little did I imagine that they would attract international headlines.' The fact is that if you are writing or publishing an educational book for a global audience then you have to be aware of certain issues that might be culturally sensitive. That's why it's always preferable to publish local editions of courses.
Writing for a local market can be very liberating. I was reminded of this when I created a page at this website a few days ago for The Calendar, a newsletter that I edited for teachers of English in Eastern Spain back in the 1980s. Apart from including articles and information for teachers, The Calendar (which was published by International House Barcelona) provided teachers with activities that were up-to-date and that didn’t shy away from difficult topics. You have to remember that back then there was no Internet or satellite television, video was a novelty and the British newspapers usually arrived in Spain at least one day after their publication date. So topical activities were in demand.
Looking back at those issues of The Calendar now, I wonder how we got away with some of the things we printed. Our “Alternative Dictionary” would never make it into a publication today without some heavy editing. In April 1987 we had a classroom activity on AIDS, and our “Acid House—The Lesson” issue in 1989 even got a mention in El País newspaper.
When I started editing and publishing iT's for Teachers for a wider readership, I became more aware of what was and wasn't acceptable. I still managed to get it wrong on occasion with some choices of artwork. But it wasn't until we produced American editions of our student magazines iT's Magazine and BiTs in 2002 that I started to understand just how careful you have to be. In our very first American issue there was an authentic text that included a reference to an adult taking a bottle of champagne from a fridge. I received an angry letter from a High School principal in the United States accusing me of encouraging young people to drink alcohol.
When I asked our distributor for more guidance, I was sent a list of things that could and couldn't be included in educational material. The document had been drawn up by a major ELT publisher and included the following: "Baseball caps should be worn facing forward. There should be no contact between wild animals and children. Animals in zoos should not be seen behind bars in cages. Settings should not include any religious buildings, symbols or individuals (rabbis, priests, etc.). Storylines should avoid religious overtones or holidays. There should be no references to the occult, magic, ghosts, witches, etc. Do not depict or include in storylines card playing, dice, drinking alcohol, smoking or weapons."
We received the list as we were preparing our James Bond issue. As you can imagine, writing about James Bond without mentioning weapons or alcohol was quite a challenge. We ended up with two Bond covers (see above). The first showed the Bond silhouette with his trademark gun. The American issue had Bond without his gun.
As a result of our US experience we felt confident that we could create a magazine that could be used by students in almost any country around the world and soon afterwards we were asked to create Class Out for British Council students around the world. As far as I remember, we only had one problem with a map of the world that didn't get past customs in one particular country.
Although it can be frustrating at times when you're told that a particular idea or piece of artwork won't be acceptable in a certain territory, writing material for a global audience can be tremendously rewarding. And being aware of what is and isn't offensive to people is an extremely useful life skill. Having said that, there's still space to do something alternative from time to time. Although English for the Zombie Apocalypse might not be the best resource for teachers in some countries, hopefully it'll be a hit with teachers and their students in other countries.
On Wednesday this week I gave a webinar as part of the 2014 Macmillan Online Conference. The topic was ‘using multimedia in the classroom’ which is one of those themes that could easily fill a whole week of webinars. While I was doing some research, I came across two surveys that served as an introduction to the theme.
The first was a survey carried out by Ofcom, the independent communications regulator in the UK. Ofcom carries out research to help understand people’s awareness of technology and communications. In August this year it published the results of a survey to find out how tech-savvy people are in the UK. It discovered that we’re at our most tech savvy between the ages of 14 – 15 years old. This seems to reinforce the belief that students know more about technology than their teachers. But do they really know how technology works or is their knowledge limited to carrying out the tasks they’re mainly interested in?
For 12–15 year olds, more than 90% of their device time is message based (‘chatting’ on social networks or sending instant messages) while 10% of device time is spent sending video and photo messages, sharing or commenting on photos. That doesn’t leave much time for using their devices for other things.
The results of the second survey were published in the journal Educational Technology Research and Development and reported on in Science Daily. The survey revealed that teachers still know better when it comes to using technology. The researchers looked at the technology skills of 24 science teachers and 1,078 middle school students from 18 different schools in two US states (middle school students are typically between the ages of 10–14).
According to the survey, most students were not very familiar with information and communication technology or even Web 2.0 tools designed to make information production and sharing easier. They have little opportunity to practise technology beyond pursuing personal interests, such as entertainment. Their teachers, on the other hand, depended much more on using technology to solve daily problems, to improve productivity, and as learning aids.
So it seems that teachers have a lot to teach their students about using technology to solve problems, enhance productivity, and develop creativity. This gives force to the case for using mobile phones and tablets in the classroom rather than banning them.
If you were one of the 500+ teachers at the webinar, thanks for coming. It was good to see so many teachers with a positive attitude to using technology and multimedia in the classroom. And if you want to try a simplified version of the Ofcom survey to find out how tech-savvy you (or your students) are then follow this link.
With the launch of 'English for the Zombie Apocalypse' tomorrow and Halloween coming at the end of the week, I've been thinking about the use of horror in the classroom. One of the most successful activities that I created for iT's for Teachers magazine was called The House. In fact, when I looked for it in the iT's archive yesterday, I discovered that we published it three times between 1995 and 2005. In the activity, students describe a picture of a creepy house (one of Piet Luthi's wonderful illustrations for the magazine) and then find out why the house is cursed by ordering the horrific story of its first owner. They then use picture prompts to create and write their own horror stories about the lives and deaths of the other owners. Finally, they read out their stories preferably by candlelight.
Over the years, we created related activities for The House to introduce some horror vocabulary that you don't normally find in course books, to look at the ingredients of a good horror story, and to analyse the structure of a story and the different tenses used. By using horror as the theme, students can really let their imaginations run wild. They not only enjoy using the language, they inevitably want to know new words and phrases to include in their stories. In my opinion, horror can be a great way to get teenagers engaged in learning.
So while waiting for tomorrow's launch of 'English for the Zombie Apocalypse', here's a link to download The House in case you'd like to try it in class. The PDF has the teaching material and includes teaching notes. There's also a short audio in which Derek Zinger, the talented designer (and actor) who designed the magazine, reads the story of Professor Eckenthorpe.
There's a scene towards the end of Only Lovers Left Alive in which Adam (Tom Hiddleston) and Eve (Tilda Swinton) stand outside a bar in Tangier, listening to Yasmine Hamdan sing 'Hal'. Eve says she'll be famous one day to which Adam replies: 'She's too good to be famous.' or words to that effect.
I've been waiting to see this Jim Jarmusch film since it was first shown at the Cannes film festival in 2013. It took its time getting to Barcelona. And when we did manage to sit down to watch it at the Floridablanca cinema, the projector decided to pack in. Ticket price returned, we tried again a few days later at the Verdi. Going to the cinema these days can be such a depressing experience when there are only a handful of you there. A couple of weeks ago we went to the Icaria cinema and there were plastic bags over broken seats and no-one noticed that the film had started without any picture. But I can't help it - I love going to the cinema. And watching Only Lovers Left Alive on a big screen in a near-empty session felt very appropriate. A bit like Adam and Eve driving down those desolate Detroit streets.
Anyway, the film took me back to my early days in Barcelona when most of the V.O. films were shown at the Casablanca or Capsa cinemas (both now closed). Jim Jarmusch was so much a part of that period: Stranger Than Paradise (1984); Down by Law (1986); Mystery Train (1989). I think I saw them all at the Casablanca.
I wasn't disappointed by Only Lovers Left Alive. The IMDB summary reads: 'A depressed musician reunites with his lover, though their romance - which has already endured several centuries - is disrupted by the arrival of uncontrollable younger sister.' How could I not love it?
Tilda Swinton was the perfect vampire and Tom Hiddleston was great as the depressed musician. He reminded me of Mike Sheppard, bassist, guitar player, engineer, and third member of Tractorial Base. The egg boxes on the wall of Adam's room, the Revox reel-to-reel tapes turning, and the collection of guitars took me back to Steve's home studio in Shpeherd's Bush where we wrote and recorded most of the Tractorial Base demos.
The egg boxes on the wall, the Revox and the collection of guitars took me back to Steve's home studio in Shpeherd's Bush.
So I've added Welcome to Tractorial Base to the Tractorial Base album. It's really three songs linked together. It lasts more than 8 minutes but it'll give you an idea of how mad and exciting things were back then.
Vall de Llémena
So what does the Vall de Llémena near Girona (pictured here) have in common with the IATEFL conference in Harrogate (on the edge of the Yorkshire Dales)? Well, let's talk about the conference first. This year's IATEFL was special for different reasons. To start with, it's been four years since the conference was last held in Harrogate and therefore four years since the launch of Lindsay Clandfield's course Global, my first project for Macmillan. It was at the same conference that I'd had lunch with Emily Rosser and Dulcie Fry which marked the beginning of what was then called the NISC (New International Secondary Course). The NISC went on to become Beyond which we launched at this year's conference but more about that soon.
This year's conference was also special because I received a Language Learner Literature Award for The Green Room which I wrote for Helbling Languages. I hadn't realised beforehand that I was expected to say a few words at the awards ceremony. In hindsight, maybe it was better not to have known. The last time I prepared an acceptance speech for the ELTons, I didn't win the award. There's something magical about being handed a microphone. Being a singer, I love microphones but the truth is I'd much rather sing than speak into one. There was a video interview with Jennifer Basset too. At one point we were asked if we ever wished we could write 'real books' ...
But the best thing about IATEFL is going to talks and workshops and suddenly feeling inspired again. It's so often the speakers you've never heard of who turn out to be the most inspiring. So, even though we only finished the main writing of Beyond the day before we set out to Harrogate, I left the conference with so many ideas and wanting to start writing again. Which brings us to the Llémena valley and a long walk through woods, down mountains, across rivers, and into some of the most beautiful and magical countryside I know. The surroundings were as inspiring as the conference and as soon as I got home, I found myself adding more notes to the notes I'd already made at IATEFL. Now it's just a question of turning those ideas into words...
'Teaching is an art form.' These were the words of Sir Ken Robinson, the educationalist, speaking on last week's Desert Island Discs on BBC Radio. Between playing the eight songs he'd chosen to take to a desert island, he talked about his life, including his childhood in Liverpool and his education which would fundamentally shape the rest of his life. 'If a teacher hadn't seen something in me that I hadn't seen in myself, my life might have gone in a very different direction.'
Now he's a successful author, speaker, and international advisor on education. His talks on creativity are famous around the world. In fact, his 2006 TED talk How schools kill creativity is the most viewed video in TED’s history. After listening to him on Desert Island Discs I watched the video again. At one point he talks about the reaction of people he'd meet at dinner parties when he told them that he worked in education.
Things don't seem to have changed much. In the same week, I went to see La vie d'Adèle (Blue is the Warmest Colour). I know people are talking about this film for other reasons, but I was really surprised by the attitude of Emma's art-loving friends towards Adèle when they discover she's a teacher. Don't they know that 'teaching is an art form'?
In case you're interested, Sir Ken's favourite record was the Traveling Wilburys' End of the Line. You can listen to the Desert Island Discs programme here:
http://bbc.in/1cxIufB
And if you're not one of the 25 million people who have viewed his 2006 TED talk, here's your chance.
Information about the work of Robert Campbell in the fields of education, music and drama.
LATEST MUSIC VIDEOS
“Memories of life in Edinburgh in this song from the early 70's.”
“Here's a new recording of an old song from the New York song collection.”
LATEST ELT/ESL VIDEOS
In this video from from Studio Beginner (Helbling English), a young man tries to buy a jacket.
