Life in the time of the Roman Empire: Exploiting a short story in TBLT-CLIL

1. Life in the time of the Roman Empire: Exploiting a short story in TBLT-CLIL David C. Hall & Teresa Navés https://sites.google.com/site/navesteresa/apac https://sites.google.com/site/dchall01/ www.ub.edu/GRAL/Naves/ tnaves@ub.edu APAC 2011. Barcelona. UPF

2. Barcelona, Catalonia, Spain • Eaude, M. (2006). Barcelona: The city that re-invented itself. Nottingham: Five Leaves.www.fiveleaves.co.uk • Eaude, M. (2007). Catalonia: A cultural history. Oxford: Signal Books. www.signalbooks.co.uk • Durgan, A. (2007). Spanish Civil War.(Studies in European History)Palgrave Macmillan.

3. Barcelona & CataloniaM. Eaude

4. “Learning is learning to think.” Dewey (1933/1986, p. 176) “Properly organized learning results in mental development”. Vygotsky (1978, p. 90) The process of putting something into words is similar to the process of working out a problem.

5. Part I. David C. Hall introduces Barcelona & Catalonia byM. Eaude

6. Chapter 3 from Eaude’s Barcelona Eaude, Michael (2006) Barcelona: The City that Re-invented itself. Nottingham: Five Leaves.

7. TASKS 1. Examine this mind map Again and again young people commented to me that they were unaware there had been a revolution in 1936...(Andy Durgam cited in Eaude, 2006: 68) Botellón Esponjament Chapter 3 Strange & Valuable It's symbolically just incredible that the square named after George Orwell is among the first in the city to be under video surveillance. (Manu Chao cited in Eaude, 2006: 55) http://en.wikipedia.org/wiki/Christopher_Hitchens In Catalonia (...) the history of the defeated was finally celebrated As a victory. A square (...) was named Plaça George Orwell (Hitchens cited in Eaude, 2006: 54)

8. Tasks • 2. Chapter three is entitled “Strange and Valuable”. If you can’t think why read the first page and find out why Eaude might have chosen “Strange and Valuable” for this chapter. (Tip: See the last two words of the quotation by George Orwell from Homenage to Catalonia which opens the chapter (p.54)) • 3. In the light of the fact that M. Eaude chooses to entitle one of his chapters about Barcelona after Orwell, to what extent do you think Eaude likes /agrees with Orwell’s view of Barcelona and Catalonia? Chapter Three Strange and valuable “I had dropped... into the only community of any size in Western Europe where political consciousness and disbelief in capitalism were more normal than their opposites... One had been in contact with something strange and valuable.” George Orwell, Homage to Catalonia. (Eaude, 2006: 54)

9. Pre-reading tasks 4. Examine the pictures and try to figure out what they are. Where were those pictures taken? Have you heard of Plaça George Orwell? Have you ever been there? 5. Have you read or seen 1984? Do you know who wrote 1984? Have a look at the pictures. What do they suggest?

10. Chapter 3: “Strange and Valuable” Chapter Three Strange and valuable “I had dropped... into the only community of any size in Western Europe where political consciousness and disbelief in capitalism were more normal than their opposites... One had been in contact with something strange and valuable.” George Orwell, Homage to Catalonia. (…)

11. Chapter 3: “Strange and Valuable” Plaça Orwell At the end of the century, we Orwell fans were excited to see that a new Barcelona square was to be named after him. From New York, Christopher Hitchens hailed this lyrically: “In Catalonia three years ago, the history of the defeated was finally celebrated as a victory. A square near the Barcelona waterfront was named Plaça George Orwell...” (…)

12. Chapter 3: “Strange and Valuable” The Plaça Orwell is a small triangular space opening off the Carrer dels Escudellers (Street of potters). Though hardly a stone’s throw from the City Hall and Catalan Government buildings on the Plaça Sant Jaume, Escudellers is one of the most irreducibly rough streets of the Ciutat vella. Novelist Stephen Burgen called it “a gloomy piss-drenched street cheered only by the aroma of chickens spit-roasting on a wood fire outside Los Caracoles restaurant" -- and he wasn't writing of Genet's day, but in 2002. (…)

13. Chapter 3: “Strange and Valuable” The creation of the Plaça Orwell is part of the City Council’s strategy of knocking down slum buildings in the Ciutat vella to create small open spaces. This policy, known as esponjament -- i.e. inserting little holes, as in a sponge --, both reduces the area’s extremely high population and leads towards gentrification and making the area more tourist-friendly. (…)

14. Chapter 3: “Strange and Valuable” The square's troubled short history reveals some of the contradictions. After it was sponged out in 1997, the Plaça Orwell rapidly became a hang-out for late-night drinkers and drug users. Conflict between youth using the square and the police erupted into skirmishes several times in 1999 and 2000. (…)

15. Chapter 3: “Strange and Valuable” As a result, in Summer 2001 the Plaça Orwell was selected for a pioneering social experiment. Street cameras connected directly to the police station were installed. Drug dealers would be deterred and unsuspecting tourists straying down from Carrer Avinyó would be properly protected. (…)

16. Chapter 3: “Strange and Valuable” Manu Chao, son of Spanish exiles, brought up in Paris and now master of the mestissage of styles that has become the main style of today's anti-capitalist movement, lives on Carrer Avinyó, where 100 years ago Picasso had a studio.This uncompromising radical poet did not miss the irony: "It's symbolically just incredible that the square named after George Orwell is among the first in the city to be under video surveillance." (…)

17. Chapter 3: “Strange and Valuable” However, resistance to 1984 lives: the camera cables have been frequently cut. Even uncut, their effectiveness is slight: there is less bag-snatching or drug-dealing in the Plaça Orwell, but these activities have just moved further along Escudellers. (Eaude, 2006:55)

18. Excerpts from Eaude’s Catalonia Eaude, Michael (2007) Catalonia: A Cultural History. Oxford: Signal Books.

19. Roger de Flor • PRE-READING TASKS • Is there a street in your city named after Roger de Flor? If so, is it a major street or a narrow one? • Do you know whether there are any statues of Roger de Flor? Have you ever seen one? If so, do you remember what he was like? What was he wearing? Do you remember his clothes? Was he dressed as a politician, a doctor, a soldier, a priest, a scientist, etc.? • Many hotels in Catalonia are called “Roger de Flor”, any suggestions why? • What have you heard about Roger de Flor? In which century did he live? Did he speak Catalan? Where was we born? How did he earn his leaving? Roger de Flor was an impoverished son of a German nobleman. A terrible situation: impoverished, he had nothing to eat, but as a nobleman he was not prepared to work like anyone else. (Eaude,2007:53)

20. Roger de Flor • WHILE / POST-READING TASKS. • Roger de Flor was the son of a very poor German nobleman who did not have any money or job training except possibly with arms. How do you think he earned his living? Imagine what sort of life he had. • Look at this statues of Roger de Lluria from Tarragona, Barcelona and elsewhere. How whealthy (rich) and influential do you think he ended up being / was? • Why do you think there are sculptures of Roger de Lluria in so many Catalan cities? His skill with arms, ruthlessness and leadership qualities took him from povertry to wealth and European notoriety in just fifteen years. (Eaude,2007:53)

21. Almogàvers PRE-READING TASKS 1.Do you know of any soccer team supporters called Almogàvers? If so, what are they like? Why do you think they chose to call themselves Almogàvers? 2. Examine those pictures. What do they suggest about who the Almogàvers were? 3. In your city is there a street called Almogavers? They were, of course, not kindly visitors to Greece and Asia Minor. They did not practice Catalan “pacting”: imperialists do not pact with the people they conquer. Still today, in some parts of coastal Sicily, when parents want to frignten their children into behaving, they hiss: “The Catalans are coming, the Catalans are coming”. (Eaude,2007:56)

22. L’ Alger • TASKS • Where is Catalan spoken? Name all the countries where Catalan is spoken • “Habláme en cristiano” Are you familiar with this “request”? Do you know who used to make this request? Do you know why? • Think of the nationalist, socialist and conservative parties in Catalonia and Spain and their points of view about the use of Catalan and Spanish in schools. Who claims Spanish is being http://eu.musikazblai.com/alaitz-eta-maider/hablame-en-cristiano/ "Háblame en cristiano" esaten diguteEuskal Herrian gaude ta ze uste dute?"Hablame en cristiano" esaten diguteEspainian gaudela uste al dute?"Hablame en cristiano" esaten digute"We allways speak cristiano" uste al dute?"Hablame en cristiano" esaten diguteEuskal Herrian gaude ta ze uste dute? Astazapote!

23. L’ Alger Modern Catalannationalists are proud that Catalan is spoken in four states: France, Spain, Andorra and Italy. However, nationalist pride should be nuanced: as John Payne points out in his Catalonia, it is only spoken in L’Alger (on Sardinia and that part of Italy) because conquering Catalans threatened with prison or death those who refused to speak it. This is mirror-image of Franco’s 1940s insistence that only Castillian Spanish be used should make Catalans reflect before rushing to celebrate the geographical range of their language. (Eaude,2007:57)

24. Verdaguer L’Emigrant by Jacint Verdaguer Dolça Catalunya, pàtria del meu cor, quan de tu s’allunya d’enyorança es mor ... Task. In chapter five,Michael Eaude translates into English L’Emigrant, “quite simply the best-known Catalan poem in Catalonia” (p. 65). However, the first five stanzas are missing. Eaude has not translated the first first verses reproduced above. Can you think why?

25. Verdaguer He was born in 1845 to a peasant family in Folgueroles, a village three miles from Vic. Out of nine children he and three others reached adulthood. At the age of ten he was sent to the seminary at Vic, walking there and back every day. This was no indication of religious vocation: indeed at 14, Verdaguer ran away to be a soldier, though he got no further than Figueres. Being sent to the seminary was common among younger sons of the poor, if they showed signs of intelligence. It was the only way of educating them for a job with a certain social status; it meant a mouth less to feed; and it was very important for the Catalan inheritance system.(Eaude,2007:64)

26. Picasso Tasks • Was Picasso Catalan? • Could Picasso speak Catalan? • Was Picasso a Communist? • Where is one of the most famous Picasso museums?

27. Picasso Pablo Picasso was not Catalan. He came from another great Mediterranean sea-port, Malaga in Andalusia. However, his best (not at all his most comprehensive) museum is in Barcelona. (…)

28. Picasso Although he spent under a decade in Catalonia (1895-1904), he identified with it. It is where he spent his adolescence and early adulthood, learnt his craft, formed his personality and developed his left-wing politics. (…)

29. Picasso He marveled at Barcelona, with its modern industry, its mediaeval streets, its great bourgeoisie and its powerful revolutionary movement. In Barcelona, he became Picasso, the most famous painter and great art revolutionary of the twentieth century. That is why 60 years later he chose Barcelona for his Museum. (Eaude,2007:115)

30. Dalí Tasks Cap de Creus Port Lligat

31. Dalí The conservation of Cadaqués is attributed to the building controls the rich were able to exert to keep their remote refuge intact. That is true enough, but not the whole truth, for in the 1950s Dalí sought direct intervention from General Franco for protection of the coastline. Franco responded, with a decree protecting Cap de Creus. (…)

32. Dalí Indeed, today under the democracy, free enterprise is building apace around Port Lligat and invading some of the remoter parts of the Cape (ignoring its status as National Park). We owe the conservation of the headland not just to its remoteness, and not to an enlightened bourgeoisie, but rather to the Dictator himself and the only great Spanish artist who could stomach him. (Eaude,2007:127)

33. Miró Tasks • Were Miró and Raimón friends? • Guess how Miró and Hemingway met? • Miró and Picasso were commissioned to paint a mural each one for the Pavilion of the Republican Government at the Paris exhibition. Picasso painted the Guernika. What do you think Miró painted?

34. Miró In 1925 an obscure 26 year-old American journalist bought Joan Miró’s La Masia, The Farm, for 250 dollars. He didn’t have the cash, but ran around the expatriate bars of Paris to beg and borrow the asking price off friends. Triumphant, he carried the huge canvas home in an open taxi – measuring 147 x 132 cm, it was too big to fit in a closed car. He had to ask the driver to slow to a crawl as the painting billowed in the wind.

35. Miró The picture was a present to his wife, who hung it above their bed. Miró came to see it and approved of its new home. The journalist was Ernest Hemingway. When he separated from Hadley, his first wife, in 1927, she sent round a list of goods she wanted Hemingway to deliver to her new flat.(…) On delivering it to Hadley, he burst into tears. Whether this was because the impact of what he had done in leaving Hadley finally hit him at that moment or because he could not bear to part with La Masia is not clear. (Eaude,2007:133) [1] Hemingway lusted after La Masia. In 1934 he asked Hadley to lend him the picture for five years. This she did, but her good faith was ill rewarded. He never returned it to her. It became one of the most valuable of the items squabbled over in unseemly fashion by his heirs after he shot himself in 1961.

36. Miró Miró’s third political painting was the most famous poster of the Civil War, his ‘Aidez l’Espagne’ (Eaude, 2007:139) Task What do you think this poster was about?

37. “Because the acquisition of information is so dependent on reading, the measurement of readability of materials is of great concern.” (Blau,1982: 517)

38. Task-Based Learning TBL • Task complexity ¿=? Linguistic difficulty • Cummins’s (1984) highly cognitively demanding yet heavily contextualised tasks • Two-way tasks (Long, 1994) • Planning time results in better learners’ performance. • Meaningful tasks: • Info-gap • Non-linguistic but content aims • Purposeful • Etc.

39. Task-Based Learning TBL

40. Initial Evaluation aims to • Check learner’s prior experience • Check learner’s background knowledge • Raise expectations • Anticipate some content and objectives • Detect potential problems

41. ContentSchemata Content schemata are more helpful to EFL reading than linguistic simplification - Steffensen, Joag-Dev, and Anderson (1979). • Steffensen and Joag-Dev (1984), • Carrell (1987), • Johnson (1982), Kang (1992), • Oh (2001), • Hossein Keshavarz & Reza Atai (2007)

42. Against Linguistic Simplification • Blau (1982) Learners benefit from the information regarding relationships that is revealed by complex sentences. Short, simple sentences actually are an obstacle to comprehension • Strother and Ulijn (1987) NS and NNS comprehension of original texts v. texts that are simplified syntactically but not lexically confirms that LS does not make texts more readable. • Parker & Chaudron (1987) LS does not make a text easier to understand as a whole • Britton, Gulgoz, and Glynn (1993) Presenting content in appropriate ways improves readability much more than text simplification

43. Against Linguistic Simplification • Yano, Long, & Ross (1994) Elaborated input • Oh (2001) Elaboration is more facilitative than simplification. Low-proficiency students did not significantly benefit from simplification. • Byrd (2000) “these [simplified] materials can remain difficult because of the loss of connectors and other language used to guide the reader through the text” (p. 2). • Hossein Keshavarz & Reza Atai (2007) LS impeded the comprehension and recall of the content-familiar texts.

44. Extensive Reading • Krashen (1994) makes a strong case for extensive reading as an effective and efficient path to obtaining input for acquisition. • Ellis (1995) points out that moderate to low frequency words occur much more frequently in written texts than in common speech, thus offering greater opportunity for acquisition. • The reader also has time, when needed, to form and confirm hypotheses about meaning and usage. • Speech, on the other hand, may pass by too quickly for this to be done.

45. Benefits of Extensive Reading • Janopoulos (1986) found pleasure reading in English the variable correlating most strongly with English writing proficiency among ESL students, • Tsang's (1996) study, time spent reading proved more helpful to learners' writing (language use and content) than time spent writing. • Hafiz and Tudor (1989; 1990), in companion studies in ESL (England) and EFL (Pakistan) contexts, also recorded significant gains in writing proficiency (accuracy, fluency, range of expression) resulting from extensive reading, • Mason and Krashen (1996) reported that students in extensive reading based courses enjoyed greater relative gains in reading speed, writing proficiency, and performance on cloze tests than their counterparts in reading skills/grammar-translation based courses.

46. Extensive Reading Both Hafiz and Tudor and Mason and Krashen also observed positive effects on attitudes towards English among extensive readers. Robb and Susser (1989), comparing extensive reading based and skills based reading curricula, saw extensive readers improve their reading skills at least as much as the control group, while reportedly enjoying the process much more. Gradman and Hanania (1991) found extensive reading for personal interest and enjoyment to be by far the strongest influence on scores on the TOEFL and its subsections including listening comprehension Elley (1991), reviewing a number of empirical studies, reported significantly greater gains in reading, writing, listening, and speaking skills among primary school children involved in "book-flood" programs than ones receiving traditional audio-lingual instruction, particularly as assessment was extended over longer periods (one to three years).

47. PISA basics In every OECD country • 5,000 to 10,000 students • 2-hour paper-and-pencil tests: Test items are a mixture of multiple-choice items and open questions. • at least 150 schools • every 3 years • in different fields, focusing particularly on one each year: • 2000: Reading literacy • 2003: Mathematical literacy • 2006: Scientific literacy

48. PISA looks at literacy in terms of important knowledge and skills needed in everyday life not in terms of mastery of the school curriculum.

49. Reading Literacy “An individual’s capacity to understand, use and reflect on written texts, in order to achieve one’s goals, to develop one’s knowledge and potential and to participate in society”. (PISA, 2006 p.46)

50. Reading Literacy assessed by 1. Wide range of text format • Prose or continous texts: • narration, • exposition, • description, • argumentation… • Non-continous texts: Lists, graphs, diagrams… 2. High order reading processes • Retrieving info • interpreting the text • Reflecting on and evaluating its content and format… 3. Situations • For personal use: novels, biographies, letters… • Public use: official docs… • Occupational use : manuals, reports.. • Educational use: textbooks…