This presentation explains the development and refinement of the programme English in Action, now established in 20 remedial schools in the City of Buenos Aires, including hospital schools, orphanages and a school for wheel chair users. The theoretical background, based on the notion of The Speaking, Learning Body in the Empty Space and the pioneering work of Heathcote’s Educational Drama, will be discussed and some practical activities will be experienced by the participants.

1. Diversity, Inclusion
and the Speaking, Learning
Body in
ELT
Susan Hillyard B.Ed. (Hons)Susan Hillyard B.Ed. (Hons)
http://susanhillyard.blogspot.com.ar/http://susanhillyard.blogspot.com.ar/

2. g hospital schools, orphanages and a school for wheel chair users. The theoretical background, based on the notion of The Speaking, Learning
AbstractAbstract
This presentation explains the development and
refinement of the programme English in Action,
now established in 20 remedial schools in the City
of Buenos Aires, including hospital schools,
orphanages and a school for wheel chair users. The
theoretical background, based on the notion of
The Speaking, Learning Body in the Empty Space
and the pioneering work of Heathcote’s
Educational Drama, will be discussed and some
practical activities will be experienced by the
participants.

3. Questions for todayQuestions for today
 What is the Speaking Body in the Empty
Space?
 What is the Learning Body/Embodiment?
 What is Performative Activity?
 What is Inclusion?
 What is Enclothed Cognition?
 What is SEN?
 What are SLDs?
 How do we do it?

4. Four Little MonkeysFour Little Monkeys

6. EnglishEnglish
inin
ActionAction
10/12/15

7. Dorothy HeathcoteDorothy Heathcote
 Drama has long been used inDrama has long been used in
education in the UKeducation in the UK
 a pioneer of Educational Drama in the 60sa pioneer of Educational Drama in the 60s
 the creator of Drama training in ITTthe creator of Drama training in ITT
 promoted Drama as a tool for learning forpromoted Drama as a tool for learning for
all in the regular curriculum and in allall in the regular curriculum and in all
subjects at primary and secondary levelssubjects at primary and secondary levels
 fostered an awareness of a social consciencefostered an awareness of a social conscience
through Dramathrough Drama

8. Action Songs

9.  Her deeply held mission to bring joy and
challenge into learning:
in townships such as Soweto in South Africa
 in New Zealand with Maori communities
 in the depths of inner cities in the UK
 in numerous countries throughout Europe, Asia,
Africa, North America and Australasia
 in borstal institutions in the UK and USA
 in residential care homes and learning centres for
people with significant disability
 in special schools and with those who work with
very vulnerable people

10. ““The child laws passed to save children fromThe child laws passed to save children from
exploitation in mines, sweat shops and upexploitation in mines, sweat shops and up
chimneys, have reaped a whirlwind whichchimneys, have reaped a whirlwind which
any adolescent recognizes at least by instinctany adolescent recognizes at least by instinct
if not by cognition, that we have successfullyif not by cognition, that we have successfully
also ‘protected’ our young from influencingalso ‘protected’ our young from influencing
society in any way which seems to matter.society in any way which seems to matter.
We have made them toys of society whenWe have made them toys of society when
small, and exploited them shamelessly assmall, and exploited them shamelessly as
consumers when large.”consumers when large.”
Heathcote 1985Heathcote 1985

12. LEY: 26.378 de 2008LEY: 26.378 de 2008
Artículo 7º Niños y niñas con discapacidadArtículo 7º Niños y niñas con discapacidad
1. Los Estados partes tomarán todas las
medidas necesarias para asegurar que todos
los niños y niñas con discapacidad gocen
plenamente de todos los derechos humanos
y libertades fundamentales en igualdad de
condiciones con los demás niños y niñas.

13. Multisensory ActivityMultisensory Activity

14. La igualdad de oportunidades y elLa igualdad de oportunidades y el
derecho del acceso del sistema educativoderecho del acceso del sistema educativo
La Constitución de la Ciudad Autónoma de Buenos
Aires en el Título Segundo, capítulo 3, art. 23,
refiere que la Ciudad “Asegura la igualdad de
oportunidades y posibilidades para el acceso,
permanencia, reinserción y egreso del sistema
educativo. Respeta el derecho individual de los
educandos, de los padres o tutores, a la elección de
la orientación educativa según sus convicciones y
preferencias. Promueve el más alto nivel de calidad
de la enseñanza y asegura políticas sociales
complementarias que posibiliten el efectivo
ejercicio de aquellos derechos.”

15. La Introducción de Inglés enLa Introducción de Inglés en
Acción a Educación EspecialAcción a Educación Especial
El proyecto “Inglés en Acción” tiene por
finalidad brindar igualdad de oportunidades
de acceso a un área de conocimiento no
incluida en la Educación Especial y agregar
valor a la oferta educativa de las Escuelas
Integral y Interdisciplinaria de la Ciudad de
Buenos Aires.

16. S.E.N. in Bs AsS.E.N. in Bs As
 Remedial Schools
 Shantytown
Schools
 Hospital Schools
(Transplant unit, psychiatric unit,
cancer ward)
 Orphanages
 Physically
Challenged
 Street kids
 Home Visits
Learners with varying
disabilities such as
 broken bones
 diabetes
 HIV
 physical disabilities
 terminal illnesses

17. Using realia

18. Special/Specific NeedsSpecial/Specific Needs
 dyslexia
 DOD
 AHDD
 a physical challenge
 deafness
 school phobia
 a disease ( sometimes
terminal)
 cerebral palsy
 Down syndrome
 Asperger’s
 autism
 poverty
 problems of conduct
 disruptive behaviour
 inadequate adaptation
to formal educational
settings
 immigrants

19. FromFrom
I CAN’TI CAN’T
ToTo
I CAN!I CAN!

20. Making VisibleMaking Visible
the Invisiblethe Invisible
andand
Giving VoiceGiving Voice
to the Voicelessto the Voiceless

22. To increase the presence,
participation and achievement of
all learners

23. To increase the presence,
participation and achievement of
all learners

24. Action Sacks:Action Sacks:
ContentsContents

25. ActionSack WorkActionSack Work

26. Working as a team toWorking as a team to
express a conceptexpress a concept

27. Performative Activity
The Speaking BodyThe Speaking Body
in thein the
Empty SpaceEmpty Space
Peter BrooksPeter Brooks

28. LanguageLanguage andand
Performative ActivityPerformative Activity
Performativity refers to the Performativity refers to the doingdoing of of
language. It opposes more abstractlanguage. It opposes more abstract
conceptions of language as a structure ofconceptions of language as a structure of
meaning or symbol system, and puts themeaning or symbol system, and puts the
emphasis on the role of language in theemphasis on the role of language in the
concrete, particular transactions ofconcrete, particular transactions of
speakers and hearers at specific sites.speakers and hearers at specific sites.
Performativity focusses on language asPerformativity focusses on language as
action. action. Rico Diaz 2012Rico Diaz 2012

29. Stage Fighting

31. Jarvis: Model of LearningJarvis: Model of Learning

32. Cummins: Four quadrantsCummins: Four quadrants
(Cummins and Swain 1995)(Cummins and Swain 1995)

33. FisherFisher(Fisher 1998)(Fisher 1998)
METACOGNITION
(thinking/inner speech)
KNOWLEDGE
(learning input)
PERFORMANCE
(linguistic output)
reading writing
listening speaking
Linguistic intelligence – the modes of language learning

34. Krashen and SwainKrashen and Swain
ComprehensibleComprehensible
InputInput
ComprehensibleComprehensible
OutputOutput

35. Herbert Puchta: Taking ourHerbert Puchta: Taking our
Learners SeriouslyLearners Seriously
““Main focus on repair strategiesMain focus on repair strategies
Little research available on the collaborate natureLittle research available on the collaborate nature
of the multi-modal solutionsof the multi-modal solutions
Not enough research into what happensNot enough research into what happens
collaboratively through the joint multimodalitycollaboratively through the joint multimodality
of language, silence, gesture, gaze, andof language, silence, gesture, gaze, and
movement in the learning space “movement in the learning space “
Gullberg 2011Gullberg 2011

36. The Learning BodyThe Learning Body
Scott ThornburyScott Thornbury
“First, cognition depends not just on the brain, but“First, cognition depends not just on the brain, but
also on the body (the embodiment thesis). Second,also on the body (the embodiment thesis). Second,
cognitive activity routinely exploits structure in thecognitive activity routinely exploits structure in the
natural and social environment (the embeddingnatural and social environment (the embedding
thesis). Third, the boundaries of cognition extendthesis). Third, the boundaries of cognition extend
beyond the boundaries of individual organisms (thebeyond the boundaries of individual organisms (the
extension thesis).”extension thesis).” (Robbins and Aydede, 2009:3)(Robbins and Aydede, 2009:3)

37. Enclothed CognitionEnclothed Cognition
Adam H, & Galinsky A.D. 2014Adam H, & Galinsky A.D. 2014
EE
xx
pp
ee
rr
ii
mm
ee
nn
tt

39. The Speaking, Learning BodyThe Speaking, Learning Body
“Language learning through drama as supported by
the drama, brain and language research reviewed
here can no longer be ignored. Drama involves the
whole body and the whole brain in learning in a
fictional context; it engages all of the multiple
intelligences (Gardner, 1985) and matches the
learning styles (Kolb, 1983) of all children.
Enjoyable physical movement embeds the
emotional impact of multi-sensory experiences on
the cells of the body to form deep neuronal
patterns in the brain and thereby enable memory
and recall more readily than methods having lesser
sensory impact” Wilkinson 2000

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

42. Thank you!!!Thank you!!!
ssnhillyard_gmail.comssnhillyard_gmail.com
http://susanhillyard.blogspot.com.ar/http://susanhillyard.blogspot.com.ar/