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Welcome!. Teaching English in Context: the role a knowledge of historical context plays in understanding. You are in:. What is Historical Context?. I t is not just historical events. It is not just one person’s single view. It might be a description of place. It definitely is:

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Welcome!

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  1. Welcome! Teaching English in Context: the role a knowledge of historical context plays in understanding You are in:

  2. What is Historical Context? • It is not just historical events. • It is not just one person’s single view. • It might be a description of place. • It definitely is: • What people were thinking • What people were feeling • What people knew • How people lived • What tools they had

  3. Why does Context matter? Because, a knowledge of historic context: • Helps students understand today’s events and opinions. • Helps students see relationships between things they have learned or must learn. • Helps shape students’ perspectives so that they can become increasingly better critical readers and thinkers.

  4. Some ways to bring understanding through context >Discuss current events that have historical relevance. • If you want to talk about the writings of ElieWeisel, consider discussing Darfur, Iraq, Syria or other places where genocide has taken place, not just Germany. >Use a personal context. • Attempt to pull students into a “how would you feel if...” situation.

  5. >Share your own story. ... Tell something happy or horrifying, something interesting or puzzling that’s happened to you. Be honest; don’t make it up. This will help your students: • get to know you, • come to trust you, and, therefore, • be more forthcoming with their own experiences and stories.

  6. >Find a common denominator. Example: If teaching about multi-culturalism, stress things that each group historically shares. For instance: • every ethnic group that has ever been was at one time enslaved by another. • or, that we are all tribal. >Or... Take Students “Back to the Cave.”

  7. For instance: Stereotyping • Why do we stereotype? • Is it learned behavior or is it genetic? • How can we identify it? • Can we stop it?

  8. What I tell my students is... • When we were back in the caves, stereotyping was: • A natural reaction to fear of the unknown. • It was desirable; necessary for self-pretection. BUT, TODAY... • It is conscious adaptation that we can identify and rid ourselves of... AND... • It is unnecessary and inaccurate.

  9. Discovering Context An exercise. Right now, you and I are in a context. What does it consist of? What does it mean to us?

  10. Exercise: • Break into groups • Discuss the current context: • Intellectual context • Emotional context • Physical context • ... as you see it. • Take notes. • Draw conclusions and write them down. • Choose a “group speaker” to present your perceptions.

  11. Tell us... Have you ever used historical context in your teaching?

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