Connecting the socio-cultural lives of learners to their English Language Study Programme
This session begin by looking at how elitist ideologies around how language is used may serve to alienate learners from the study of language, before moving towards and exploration of how music and song lyrics were used in my research as a pedagogic device to reengage learners in the study of English language in Further Education. Finally, the session will provide an illustrative case study of one learner’s experiences of engaging with language through aesthetic experience.
In this webinar you will:
- Explore the power of using aesthetic experience as a pedagogic intervention to enact learners’ Pedagogic Rights (Bernstein 1996).
- Look at what happens when a learner’s English Language study reflects their socio-cultural reality
- Analyse an elitist ideology around how language is used and assessed in education
Before the webinar, please explore:
- EA position paper: Linguistic In/justice in Schools
- Pretty Vacant or Pretty Smart? Overcoming Educational Disadvantage in Language Education Through the Arts
- Dr Hyde’s doctoral thesis, ‘Dynamic and Personal Prisms in the Acquisition and Development of English: Reimagining the Pedagogy of Language in Aesthetic Experience’
After the webinar, you’ll receive the recording of the webinar; a list of suggested further reading; and a series of reflection questions/writing prompts to support you in linking the content of the webinar back in to your practice.
Speaker
Dr Mark Hyde is Head of Research and Evaluation at Education and Training Foundation, with a background in Further Education leadership. Their doctoral research explores how aesthetic experience can be used as a pedagogic intervention to re-engage learners in the study of English through their own socio-cultural literacies and lived experiences.
