English for social sciences and social services

MATERIALI DI STUDIO/1 English for social sciences and social services Facoltà di Scienze della Formazione Corso di Laurea triennale interclasse in Servizio Sociale e Sociologia SerSS - L-39/40 Corso di Ulteriori Conoscenze di Lingua Inglese (36 ore 6 CFU) a.a. 2011/2012 Dott.ssa Maria Domenica Mangialavori 1

PROGRAMMAZIONE DIDATTICA - English for social sciences and social services Obiettivi del corso: il corso mira al consolidamento delle conoscenze della lingua inglese di livello intermediate/upper-intermediate (B1 /B2 del Quadro Comune di Riferimento Europeo) attraverso lo sviluppo delle quattro abilità fondamentali (listening, reading, speaking, writing) per permettere agli studenti di affrontare con consapevolezza situazioni varie in contesti funzionali differenti e di leggere, comprendere e produrre testi di carattere sociale e culturale, con particolare riferimento al mondo dei servizi sociali e alla sociologia. Descrizione del corso: il corso sarà diviso in due parti. 1. La prima parte (24 ore) verterà sulla considerazione della lingua inglese come strumento di comunicazione all interno di contesti sociali specifici. Sarà incentrata sulla lettura e l analisi linguistica di testi relativi alla cultura e alle istituzioni dei paesi di lingua inglese. Particolare attenzione sarà data all approfondimento di brani di carattere sociale e all acquisizione della terminologia legata ai seguenti argomenti: il lavoro nel sociale, il volontariato, la famiglia e il divorzio, l educazione, l infanzia, l adolescenza e i problemi ad essa legati (educazione alla salute e disordini alimentari, devianza, alcolismo, droghe, disoccupazione), l anziano (il tempo libero, malattie, solitudine, assistenza). 2. La seconda parte (12 ore), sarà incentrata sull analisi di I morti (James Joyce ed. Mondadori 2010, con l introduzione di F. Ruggieri), ultimo racconto della raccolta Gente di Dublino. Il quadro delle fasi delle età dell uomo si chiarisce in quest ultima storia che riassume e ricapitola i temi principali esposti nei racconti precedenti. Testo critico: M.D. Mangialavori, La memoria intermittente e la musica distante. Joyce, Woolf, Berio, Neu Nuova Editrice Universitaria Roma 2012 (in corso di stampa). Le lezioni sono prevalentemente in italiano ma verrà incoraggiato l uso costante della lingua inglese per la produzione orale e scritta. Modalità di valutazione L esame consisterà in una prova scritta intermedia riservata ai soli frequentanti propedeutica all orale. La prova scritta consisterà in una Reading Comprehension e in un test di valutazione delle competenze linguistiche e delle conoscenze sintattiche e lessicali acquisite durante il corso. Durante l esame orale sarà valutata la capacità di produzione attraverso l esposizione di parte del programma in lingua inglese. L orale sulla seconda sezione del corso (sezione letteraria) si svolgerà in italiano. I non frequentanti dovranno sostenere solo l esame orale. Il programma completo e dettagliato degli argomenti sarà pubblicato nel mese di maggio. 2

Text 1 Unit 1 Englishes è tratta da John McCourt, English for Communication Science, Cafoscarina, Venezia 2003, pp. 9-10 e 14-17. 3

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Activities/Comprehension 1. COMPARE AND CONTRAST Describe David Crystal s and David Graddol s different point of view on the future of English. 5

London's Language Show 1 Da quando lo studio delle lingue straniere è stato reso facoltativo dal governo inglese, gli studenti sono diminuiti drasticamente. Non ne sentono la necessità, ed è comprensibile. Ma c è qualcuno che la pensa diversamente, e Londra organizza il Language Show 2010 - di John Rigg Speaker: Justin Ratcliffe (Standard British accent) The English don t speak foreign languages. They expect everyone to speak their language. And the situation seems to be getting worse. Is this arrogance? Is it British pragmatism? No-one really knows the answer, but some people want to change this. They consider languages very important for Britain s future. The Language Show at London s Earls Court, from October 15th to 17th, hopes to encourage people to learn new languages. THE SHOW The Language Show is Britain s biggest event for language learners and teachers. It offers people the chance to try different languages from French and Spanish to Hindi and Chinese. Visitors can explore the many exhibitor stands and ask experts for advice. IN EUROPE In Europe over 90 per cent of children learn a foreign language. What language do they choose? The answer is obvious: English. The same question isn t so simple for UK children. French and German are the most common languages taught in schools, while Spanish is becoming more popular. In fact, UK schools offer 19 European languages, plus Japanese, Arabic, Russian and Urdu. But which language will help a student s future career? MOTIVATION English dominates the world. It dominates the internet. And it dominates world business. So the biggest problem for UK students is motivation. Why learn a foreign language? And, as everyone knows, mastering a language takes a lot of time and effort. The most common complaints of language students are: It s boring! and I ve studied French for six years, but I don t know anything! DECLINE What is the real situation in the UK? In 2004 the British government made foreign languages in secondary schools optional, and student numbers immediately decreased. Only 44 per cent of students study a foreign language at 16. Some British universities are closing their language departments. The situation is depressing. MULTI-LINGUAL The British may be bad at languages, but Britain is becoming a more multi-lingual society. This is because of immigration. 15 per cent of primary school children do not speak English as their first language. Today primary schools offer courses in Polish, Russian and Hindi. The English may not like foreign languages, but they will have to start learning them! Comprehension 1. Do the English speak foreign languages? Why? 2. How are languages considered? 3. What is the Lnguage Shaw? 4. What can people do there? 5. How many children learn a foreign language in Europe? 6. What about children in UK? 7. What does English dominate? 8. What is the real problem for UK students? 9. What happened in 2004? 10. Is Britain becoming a multi-lingual society? What s the reason? 1 SpeakUpOnline.it ottobre 2010 1

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Education Education can be defined as a complex interdisciplinary process that tries to generate, promote and make possible the constant formation of human beings. The aim of education, we can generally argue, is human beings integral formation. When they hear the word education people usually think of schools and colleges. But the term education carries more than one meaning. All individuals are engaged in learning experiences at all times, from planned, compulsory and intentional to unplanned, voluntary and incidental. This is why researchers and experts distinguish formal education from informal and non-formal education, whose usage is often confused. Ex. 1 Definitions. Complete the sentences 1. Education is 2. The aim of education is 3. The term education 4. All individuals are 5. Researchers and experts What is the first form of education a human being is engaged in? Let s try to give an answer following the descriptions of the three forms or aspects of education and consequently of learning. Informal and non-formal education involve learning that takes place outside formal education institutions 2. Ex. 2 Definitions Formal education is 2 Jeffs, T. and Smith, M. K. (1996, 2005) Informal Education. Conversation, democracy and learning, Ticknall: Education Now. 4

(Sarah Elaine Eaton- Organisation for Economic Co-operation and Development / Organisation de Coopération et de Développement Economiques (OECD), n.d.; Werquin, 2007) 5

INFORMAL EDUCATION Some see informal education as the learning that goes on in daily life. As friends, for example, we may well encourage others to talk about things that have happened in their lives so that they can handle their feelings and to think about what to do next. As parents or carers we may show children how to write different words or tie their laces. As situations arise we respond. Others may view informal education as the learning projects that we undertake for ourselves. We may take up quilting, for example, and then start reading around the subject, buying magazines and searching out other quilter. Many view informal education as the learning that comes as part of being involved in youth and community organizations. In these settings there are specialist workers/educators whose job it is to encourage people to think about experiences and situations. Like friends or parents they may respond to what is going on but, as professionals, these workers are able to bring special insights and ways of working. Informal education can be all of these things. It is a process - a way of helping people to learn. In these examples, we can see that whether we are parents or specialist educators, we teach. When we are engaged in learning projects we teach ourselves. We are always engaged in learning but we are not sure we don t know where it might lead. Ex. 3 Match the synonyms of the expressions from the text a. to handle their feelings 1. to start to sew by hand or by sewing machines b. carers 2. educators c. to take up quilting 3. people who take care of someone else d. we are engaged in learning 4. to control, to manage e. specialist workers 5. to be involved in doing something Generally, we can state that informal education works through, and is driven by, conversation; involves exploring and enlarging experience; can take place in any setting. Ex. 4 Focus on Informal is based conversation, aims at, place everywhere. 6

Those working as informal educators tend to emphasize certain values. These include commitments to: work for the well-being of all. respect the unique value and dignity of each human being. dialogue. equality and justice. democracy and the active involvement of people in the issues that affect their lives. As informal educators we have to spend a lot of time thinking about the values that run through our work. We do not have a curriculum or guiding plan for a lot of the work, so we have to consider how we should respond to situations. This involves going back to core values. From a certain point of view, everyone is an educator - but some people are recognized or appointed to teach and to foster learning. There are three main reasons why specialist informal educators may be needed. 1. First, it may be that some situations demand a deeper understanding or wider range of skills than many of us develop in our day to day lives. 2. Second, it may be that people do not have the time to spend exchanging and learning with others in the ways they wish or need. Because of their situation, they may not have a chance to engage in the sorts of conversations they find fulfilling. 3. Third, a good deal of the work that informal educators engage in is with other professionals. For example, an informal educator working in a school will have to spend a lot of their time deepening and extending the understanding and orientation of teachers and other staff. Ex. 5 Match the English word to the Italian translation a. Commitment(s) to 1. valori originari b. well-being 2. abilità, competenze c. guiding plan 3. per approfondire d. core values 4. impegno, dedizione e. to foster learning 5. appagante, soddisfacente f. skills 6. migliorare l apprendimento g. fulfilling 7. benessere h. to engage in 8. comprensione i. deepening 9. impegnarsi j. understanding 10. progetto guida 7

In short, informal educators: place conversation at the centre of their activities. operate in a wide range of settings - often within the same day. These include centres, schools and colleges, streets and shopping malls, people s homes, workplaces, and social, cultural and sporting settings. look to explore and enlarge experience. put a special emphasis on building impartial and democratic relationships and organizations. use a variety of methods including group work, casual conversation, play, activities, work with individuals and casework. While their work for much of the time is informal - they also make use of more formal approaches to facilitate learning. work with people of all ages although many will specialize around a special age range e.g. children, young people or with adults. In other words informal education is lifelong education. develop particular special interests such as in children s play and development; community development and community action; literacy and basic education; advice; outdoor and adventure activities; arts and cultural work; and youth work. What we are talking about as informal education may well be described in Scotland as community education or community learning, in Germany as social pedagogy, and in France as animation. Another possible way of describing this way of working is as non-formal education. Ex. 6 Complete the sentences with words and expressions taken from the text: 1. Informal educators use as a way to establish relationships, which are largely impartial and. 2. They operate in settings, from schools and to streets, shopping and. 3. Educators make use of different such as group work, play and several kinds of in order to learning. 4. Each educator can choose to specialize around a. This way educators develop a special interest in play and, or in outdoor and, in arts and work, or in work. 8

NON-FORMAL EDUCATION Some may contrast informal with non-formal education. The people who do this tend to present informal education as the lifelong process in which people learn from everyday experience and non-formal education as organized educational activities outside formal systems. The distinction made is largely administrative. Formal education is linked with schools and training institutions; non-formal with community groups and other organizations; and informal covers what is left, e.g. interactions with friends, family and work colleagues 3. Ex. 7 Put the words in the proper box Outside formal systems - Lifelong process Organized educational activities - Everyday experience schools training institutions community interactions FORMAL INFORMAL NON FORMAL Community education Broadly, we can approach community education as education for community within community. In other words, something called community is not just the place or context in which education is to occur. Living in a community means becoming part of an existing social network in order to encourage dialogue and learning, sharing values, needs and aims. A definition of COMMUNITY EDUCATION: a process designed to enrich the lives of individuals and groups by engaging with people living within a geographical area, or sharing a common interest, to develop voluntarily a range of learning, action and reflection opportunities, determined by their personal, social, economic and political needs. 3 Cfr. Coombs, P. H. and Ahmed, M. (1974) Attacking Rural Poverty. How non-formal education can help, Baltimore: John Hopkins University Press. 9

Ex. 8 Definitions Living in a community means Ex. 9 Read the definition of Community Education several times. Now try to remember the verbs used and fill in the gaps. a process to the lives of individuals and groups by with people living within a geographical area, or a common interest, to voluntarily a range of learning, action and reflection opportunities, by their personal, social, economic and political needs. Informal educators vs community educators There is a slight but important difference between being an informal educator and being a community educator. The main difference may lay in the way that workers view the setting in which they operate, in the context. Community educators may see themselves as educating for community, in the community. Informal educators may also be working to further democracy and commitment to others, but they may not label the setting for their activities as being in the community. A social worker in a residential home may see it as a community, but not as the community as a whole. Some youth workers and community workers describe themselves as educators. Others may view themselves, first and foremost, as organizers (of groups and activities), or as case or care workers. As a result, youth work and community work can take very different forms. To limit confusion we can focus on aim and client group : youth work: work with young people that is committed to furthering their wellbeing. community work: work that fosters peoples commitment to their neighbours; and participation in, and development of, local, democratic forms of organization. 10

Ex. 10 True or false? Correct the false ones. 1. There is a substantial difference between being an informal educator and being a community educator. 2. The difference between an informal educator and a community educator may lay in the context. 3. Community educators works for community, outside community- 4. Informal educators don t work to further democracy and commitment to others. 5. Some youth workers and community workers describe themselves both as educators and as organizers. Social education contexts: Germany, North America, Britain, France and Italy GERMANY In Germany our focus here may be described as social pedagogy and associated with social work. It is a perspective including social action which aims to promote human welfare through child-rearing and education practices, and to prevent or ease social problems by providing people with the means to manage their own lives, and make changes in their circumstances 4. Originally, in the mid 1800s, the term was used for a way of thinking about schooling as education for community (or sociality). Hence, social pedagogy is sometimes translated as community education. NORTH AMERICA AND BRITAIN In North America it was talked of as social education - and connected with many of John Dewey s concerns. In Britain social education has tended to be used rather more to describe the process of fostering personal development and achieving maturity. It has a more individualistic orientation and may not put sharing in a common life at its core, although there has been an emphasis on working with groups. Ex. 11 Complete the sentences 1. Social pedagogy is 2. Social action aims to and to 3. In Britain social education is a process 4 Cannan, C., Berry, L. and Lyons, K. (1992) Social Work in Europe, London: Macmillan, pp. 73-74. 11

FRANCE AND ITALY In France and Italy, and among some arts workers the processes we explore here may be described as animation. For example: using theatre and play as means of self-expression with community groups, children and people with special learning needs (sometimes called creative-expressive animation). networking with people and groups so that they participate in and manage the communities in which they live (sometimes called socio-cultural animation). developing opportunities for pre-school and school-children such as adventure playgrounds, toy libraries, outdoor activity centres, and organized sports activities (sometimes called leisure-time animation). At one level, we can talk of animation as making things move or happen - much as animators do of cartoon pictures. In this view workers are motivators or inspirers. Some animators (animateurs) are less keen on this emphasis as it can lead to doing things to people, rather than working with them. It is this latter strand that is closest to informal education. Animators in this sense, look to breathe life into situations rather than people. They help to build environments and relationships in which people can grow and have a care for each other. In daily life we all act as educators from time to time. But there is also a need for specialists - educators who are skilled in, and committed to, working with people in everyday situations so that life can be more fulfilling and all can share in its fruits. Ex. 12 Definitions 1. Creative-expressive animation can be defined as 2. Socio-cultural animation can be defined as 3. Leisure-time animation can be defined as 4. Animators are more 5. Animators help 12

FORMAL EDUCATION As normally used, the term formal education refers to the structured educational system provided by the state for children. In most countries, the formal education system is statesupported and state-operated. In some countries, the state allows and certifies private systems which provide a comparable education. Formal education is classroom-based, provided by trained teachers. In Great Britain almost everyone spends a lot of time during childhood and adolescence in some kind of building where learning is supposed to take place. However, there are still millions of children in the world today who do not receive a formal education. Even in countries which have a formal education system, not all children attend school regularly, and every child learns as much from influences like family, friends and television as from school. The informal learning of the way of life, or culture, of a person s group is called socialization. Children are not only socialized by the people who bring them up, but also by groups they mix with, so that they learn to be members of these groups. Formal education systems have been set up in most countries, but for many different purposes. Even in Britain, where has been state education for over one hundred years, and some private education for centuries, people still do not agree about the purposes of education. AIMS OF EDUCATION to help you develop your talents to teach you read and write to pass on the culture of your society to teach you behave in an acceptable manner to teach you skills needed by society in the future to help you get on with other people to help you choose a job which suits your interests and capabilities to encourage you to ask questions to help you pass examinations to give you new interests Some of these aims may be considered more important in one society than in another. 13

The British School System In Great Britain there are private schools and state schools. Basically, all schools are divided into primary and secondary. The first step in the British education system is nursery school, although this is not compulsory. Education is compulsory and free from the age of 5 to the age of 16. Children go to primary school when they are five. At primary school children learn the Three Rs, that is Reading, Writing, and Arithmetic, and also Geography, History, Science, Painting, Music and PE (Physical Education). So far the system is pretty similar to other European countries. At the age of 11 children go to secondary school. When they are about 16, students take their first exam, the GCSE (General Certificate of Secondary Education). They take a certificate for each subject they study: generally, seven or eight. Today over 90 per cent of all secondary school pupils go to comprehensive school. These large state schools offer courses for all subjects and ability levels under one roof. At the age of 16, students can continue to study doing a professional course at a College of Further Education or going on studying in the sixth form for two years, or the can decide to leave school in order to get a job. If they continue to study, at the age of 18 they take a second exam: the A level in three or four subjects. Two or three A levels are necessary to go to University. Pupils can also take AS levels (Advanced Supplementary) or GNVQs (Greater National Vocational Qualifications). AS levels are the same standard as A levels, but only half the content: AS level German pupils take A-level German language exam, but do not take the A-level German Literature exam. GNVQs are vocational qualifications. Pupils usually take on GNVQ in subjects such as Business, Leisure and Tourism, Manufacturing, and Art and Design. One GVNQ (at advanced level) is equal to two A levels 5. In state schools, education is generally free. Students only pay for the writing material, for food and for the school uniform. But when they reach the age of 16 they do not wear the school uniform any more. In the evening, once or twice a week, some students go to colleges to attend courses in some subjects that they cannot do at their school. 5 A levels, As, GNVQs are examinations and qualifications taken after having completed the secondary school at 16. They are not part of compulsory education and they are commonly grouped as postsecondary level of studies or non- university level. 14

About seven per cent of students go to private schools, which do not receive any money from the state. Most expensive private schools are called public schools. Most of these are single-sex boarding schools, where students live during term-time. Universities and colleges Most big towns in Britain have both a university and a college of higher education. University offer three- four-year degree courses; colleges of higher education offer both two-year HND (Higher National Diploma) courses, as well as degree courses. A degree is a qualification you get from university when you pass your final exams. In the university level higher studies category, there are generally four stages of studies namely, university level first stage, second stage, third stage and fourth stage. 15

The first stage lasts for three or four years and leads to the award of a Bachelor s Degree. You can be awarded a BA (Bachelor of Arts), BSc (Bachelor of Science) or BEd (Bachelor of Education). At this stage, students are called undergraduate students, because they are still studying in order to get a degree. They go to large, formal lectures, but most of the work takes place in tutorials: lessons in groups of ten or more when the students discuss their work with lecturer. The second stage of the university level studies leads the students to pursue for the Master s degree program of two years duration after completing Bachelor s degree. This program consists of specialized studies of particular subjects. The third stage of university studies comprises generally of two years focused and extended subject study of Master s program that leads to Master of Philosophy or MPhil degree. After usually three years of further study beyond the Master s Degree, the candidate may present a thesis for the Doctorate of Philosophy, PhD degree that is the fourth stage of university studies in the UK education system. Ex. 13 - Answer the following questions: 1. How are schools divided in Britain? 2. What is the first school you can go to? 3. What age do children go to primary school? 4. What are the Three Rs that British children must do at primary school? 5. Until what age is education compulsory? 6. What are the main exams in the British school system? 7. What are comprehensive schools? 8. What do you need to be admitted to university? 9. Do students have to pay for their education? 10. Is the school uniform compulsory? 11. Why do some students go to college in the evening? 12. Are evening college courses free? 13. How many years can you stay in the sixth form? 14. Explain the difference between A level, As, GCSE and GNVQs. 15. Where can you study after you leave school at 18? 16. List the four qualifications you can get during the university years. 17. Give a definition of undergraduate student. References La dispensa è a cura del docente che ha creato gli esercizi appositamente per gli studenti del suo corso. Le immagini sono di J. M. Folon, reperite online. I testi sono ripresi e riadattati dai seguenti volumi e siti web: www.infed.org M. Vaughan-Rees G. Sweeney P. Cassidy, In Britain. 21 st century edition, Chancerel International Publishers, London 2000. M. Papa P.J. Shelly, Just take turns, Zanichelli, Bologna 1999. 16