Creativity and 21st century language education

Creativity and 21st century language education. Friday March 16th 2018. Residència d’Investigadors, c. Hospital 64, Barcelona.
The KONECT project investigated, among other aspects, the communicative and academic skills that students in the 21st century need to develop and come to schools equipped with. In this seminar, KONECT will team up with members of the new AILA ReN on Creative Inquiry in Applied Linguistics to explore the theme of creativity in relation to language education. How can students’, educators’ and researchers’ engagement with the arts help us to better understand, to imagine and to impact on language education for the world we are living in?
Speakers in the seminar will lead us through their own engagements with creativity – as context, methodology, epistemology, or ontology – in their research in language education. The seminar will end with a Q & A and open discussion with participants interested in creativity as part of their own practice. PROGRAM:

10 – 10.15
Welcome and overview of the KONECT project
Melinda Dooly
Project PI
10.15 – 10.30 Preview of the AILA ReN on Creative Inquiry in Applied Linguistics
Lou Harvey, Jessica Bradley, Emilee Moore
Network co-convenors
10.30 – 11.30 ‘The Translator’: A public intercultural pedagogy of solidarity?
Lou Harvey
University of Leeds
Break
12 – 12.30
Crafting rhymes and throwing up messages in a rhyme workshop: Experiences
of living the language in the classroom
Cristina Aliagas
Universitat Pompeu Fabra
12.30 – 13.00 El rap latino en Barcelona: una narrativa de las desigualdades lingüísticas y
sociales en la escuela
Víctor Corona
Universitat de Lleida
13.00 – 13.30 Resemiotisation from page to stage: The trajectory of a musilingual youth’s
poem
Emilee Moore
Universitat Autònoma de Barcelona
13.30 – 14.00 Q & A and discussion
Cristina Aliagas, Víctor Corona, Melinda Dooly, Lou Harvey, Emilee Moore
To register: https://tefluab.wixsite.com/greipevents/copy-of-co-organization
Creativitat i educació per al segle XXI
Divendres 16 de marc, 2018
Residència d’Investigadors, c. Hospital 64, Barcelona
El projecte KONECT va investigar, entre altres aspectes, les habilitats comunicatives i
acadèmiques que els estudiants del segle XXI necessiten desenvolupar, i amb les quals arriben
als centres educatius. En aquest seminari, el projecte KONECT s’uneix a la nova xarxa AILA
sobre investigació creativa en lingüística aplicada (AILA ReN on Creative Inquiry in Applied
Linguistics), per explorar el tema de la creativitat en relació amb l’educació lingüística. Com
poden les relacions d’estudiants, docents i investigadors amb les arts ajuden a comprendre
millor, imaginar i influir en l’educació lingüística en el món actual?
Els ponents del seminari presentaran la seva recerca en educació lingüística en la qual la
creativitat -com a context, metodologia, epistemologia o ontologia- ha estat central. El
seminari finalitzarà amb una discussió oberta.
10 – 10.15
Benvinguda i presentació del projecte KONECT
Melinda Dooly
Investigadora principal
10.15 – 10.30 Presentació de la xarxa AILA ReN on Creative Inquiry in Applied Linguistics
Lou Harvey, Jessica Bradley, Emilee Moore
Co-coordinadores
10.30 – 11.30 ‘The Translator’: A public intercultural pedagogy of solidarity?
Lou Harvey
University of Leeds
Pausa
12 – 12.30
Crafting rhymes and throwing up messages in a rhyme workshop: Experiences
of living the language in the classroom
Cristina Aliagas
Universitat Pompeu Fabra
12.30 – 13.00 El rap latino en Barcelona: una narrativa de las desigualdades lingüísticas y
sociales en la escuela
Víctor Corona
Universitat de Lleida
13.00 – 13.30 Resemiotisation from page to stage: The trajectory of a musilingual youth’s
poem
Emilee Moore
Universitat Autònoma de Barcelona
13.30 – 14.00 Preguntes i discussió
Cristina Aliagas, Víctor Corona, Melinda Dooly, Lou Harvey, Emilee Moore
Inscripcions: https://tefluab.wixsite.com/greipevents-cat/copy-of-other
Creatividad y educación para el siglo XXI
Viernes 16 de marzo, 2018
Residencia de Investigadores, c. Hospital 64, Barcelona
El proyecto KONECT investigó, entre otros aspectos, las habilidades comunicativas y
académicas que los estudiantes del siglo XXI necesitan desarrollar, y con las que llegan acentros educativos. En este seminario, el proyecto KONECT se une a la nueva red AILA
sobre investigación creativa en lingüística aplicada (AILA ReN on Creative Inquiry in Applied
Linguistics), para explorar el tema de la creatividad en relación con la educación lingüística.
¿Cómo pueden las relaciones de estudiantes, docentes e investigadores con las artes ayudarcomprender mejor, imaginar e influir en la educación lingüística en el mundo actual?
Los ponentes del seminario presentarán sus investigaciones en educación lingüística en las
cuales la creatividad -como contexto, metodología, epistemología u ontología- ha sido central.
El seminario finalizará con una discusión abierta.
10 – 10.15
Bienvenida y presentación del proyecto KONECT
Melinda Dooly
Investigadora principal
10.15 – 10.30 Presentación de la red AILA ReN on Creative Inquiry in Applied Linguistics
Lou Harvey, Jessica Bradley, Emilee Moore
Co-coordinadoras
10.30 – 11.30 ‘The Translator’: A public intercultural pedagogy of solidarity?
Lou Harvey
University of Leeds
Pausa
12 – 12.30
Crafting rhymes and throwing up messages in a rhyme workshop: Experiences
of living the language in the classroom
Cristina Aliagas
Universitat Pompeu Fabra
12.30 – 13.00 El rap latino en Barcelona: una narrativa de las desigualdades lingüísticassociales en la escuela
Víctor Corona
Universitat de Lleida
13.00 – 13.30 Resemiotisation from page to stage: The trajectory of a musilingual youth’s
poem
Emilee Moore
Universitat Autònoma de Barcelona
13.30 – 14.00 Preguntas y discussión
Cristina Aliagas, Víctor Corona, Melinda Dooly, Lou Harvey, Emilee Moore
Inscripciones:los
a
y
https://tefluab.wixsite.com/greipevents-es/copy-of-eventos-co-organizados
Abstracts (in the language of presentation)
‘The Translator’: A public intercultural pedagogy of solidarity?
Lou Harvey
University of Leeds
This talk will report on a project to adapt research into language and intercultural learning for
theatrical performance. In collaboration with theatre company Cap-a-Pie, my research was
adapted into a work-in-progress performance staged on two evenings in Leeds in June 2017.will briefly present the research, how the adaptation project came about and how the
performance was developed, and show some short filmed extracts from rehearsals. Drawing
on concepts of dialogue (Bakhtin, 1981), hospitality (Derrida, 2000), and sentimentality
(Zembylas, 2016), I will introduce my thinking around the relationships between public
engagement and public education, between empathy and solidarity, and the affordances of
these ideas for a public intercultural pedagogy.
Crafting rhymes and throwing up messages in a rhyme workshop: experiences of living
the language in the classroom
Cristina Aliagas
Universitat Pompeu Fabra
The objective of this presentation is twofold. On the one hand, I will show the analysis of the
written responses (rap lyrics) of 75 high school students who participated in a rhyming
workshop taught by Pau Llonch, vocalist of the Catalan rap group At Versaris, atmulticultural and multilingual high school in Manresa. On the other hand, I will show somethe pedagogical strategies deployed by the rap artist to motivate the lyrical expressionyoung people and promote it, starting out from the messages they wanted to transmit and their
aesthetic sensibilities. In the analysis of the educational experience, I connect three analytical
constructs: (a) rap music as a complex vernacular literary practice for its textual and linguistic
creativity (Newman, 2005), (b) rap music understood in terms of “funds of knowledge” (Moll
& González, 2011) that are valid in the classrooms and (c) rap music as a sociodiscursive
“third space” (Moje et al., 2004; Gutiérrez, 2008) where it is possible to encourage creativity
in classrooms, and that can also contribute to language learning and to the developmentacademic writing. The analysis of this educational experience shows the potential of rap
music as a ‘bridge’ to connect, through pedagogical and linguistic creativity, a musical
practice that is increasingly popular among young people, with the linguistic and textual
values fostered by academic culture.
El hip hop latino en Barcelona: una narrativa de las desigualdades lingüísticas y sociales
en la escuela
I
a
of
of
of
Víctor Corona
Universitat de Lleida
La inmigración latinoamericana es la más importante en Barcelona. A partir del año dos mil
podemos ver como “lo latino” ha venido ocupando un lugar en el espacio social, no solo de
Barcelona, sino de las principales ciudades en España. Durante los últimos 12 años he
dedicado gran parte de mi trabajo como investigador a la tarea de describir y entender como
se construye “lo latino” en un contexto como el de Barcelona. Gran parte de mi trabajo,
esencialmente etnográfico, lo he realizado en el entorno escolar con chicos que habían
abandonado, o estaban a punto de abandonar los estudios. El corpus que he reunido durante
estos años lo conforman registros en video de entrevistas, grupos de discusión y charlas
informales con estos jóvenes.
En la tarea de entender “lo latino” en Barcelona me he percatado de la importancia que tienen
discursos como el del hip-hop. A partir 2014 he ido incorporando a mi corpus de datos
canciones, videoclips y algunas entrevistas con raperos de origen latino residentesBarcelona. Mi objetivo es integrar al hip hop, en la diversidad de sus géneros, comodiscurso más para entender el rol que tiene la escuela, y las desigualdades sociales que en ella
se reproducen, en este proceso de construcción identitaria.
Resemiotisation from page to stage: The trajectory of a musilingual youth’s poem
Emilee Moore
Universitat Autònoma de Barcelona
en
un
In my recent research with youth spoken word poets, I have been particularly interested in the
fluid practices that span spoken, written, gestural, digital, musical and spatial modes, and
across times and places, in the trajectories (Kell, 2009) of poems written and performed by
youth. Poetry is a particularly interesting practice for studying semiosis; as van Leeuwen
(1999: 5) writes: “[…] things work differently. No hard and fast rules exist. Any bit of
language you might lay your hands on could come in handy for the semiotic job at hand,
whether it is grammatical or not, whether it represents a standard variety of English or not.”
Among other aspects, I have explored how musical notation sheds light on the complexities of
the transformations that the poems undergo in these trajectories, following insights from
Erickson (1982), van Leeuwen (1999), Falthin (2013), and others. The presentation focuses
on part of the trajectory of one poem, titled ‘To Him’ by a 17-year old French-English
bilingual and musilingual (Fernández-Toro, 2016) poet and singer.

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