Techniques that offer students the possibility to learn in a concrete way from a hands-on perspective and embodiment, involving cognition, physical movement, social interaction, emotional awareness, consciousness-raising discussions, and self-reflection.
Published in Chapter:
Implementing and Assessing Transformative, Multidimensional Peace Language Activities Designed for Future Teachers and Their Students: Educating for Peace
Maria Matilde Olivero (National University of Río Cuarto, Argentina & University of South Florida, USA) and Rebecca L. Oxford (University of Maryland, USA)
Copyright: © 2019
|Pages: 23
DOI: 10.4018/978-1-5225-3001-5.ch010
Abstract
This chapter reports on a study exploring the value of preparing pre-service teachers of English as a foreign language (EFL) to teach peace in their classrooms in an Argentine setting. The practicum approach drew on elements of the contemplative, holistic, and experiential learning modes to incorporate multidimensional peace language activities to raise awareness of peace and help pre-service teachers become peacebuilders. Four purposefully selected participants practiced peace language activities in the practicum and implemented similar activities in their EFL classrooms. Data were collected through various qualitative sources before, during, and after the practicum, and were subjected to thematic and content analysis. Results showed that the four participants felt the peace activities were transformational both for language students and for themselves. However, two participants were distinctly more adept than the other pair in weaving the peace activities into their teaching. The chapter offers explanations and draws significant educational implications.