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Sara Liviero
Achievements
Activity
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Sara Liviero made a comment
A sudden change in temperature or exposure to (hot or cold) weather conditions may trigger a cold and related immune responses.
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Sara Liviero made a comment
The accuracy of clinical diagnosis, and the precise use of herbs for traditional Chinese medicine.
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Sara Liviero made a comment
Initially, I searched for courses in medical herbalism. I hope traditional Chinese medicine can give me insights.
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Sara Liviero made a comment
I try to remember what I feel like when people ask me where I am from, try to guess my accent and ask me where my restaurant is. I do the opposite and let others tell me about themselves; or not.
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One hopes that personal qualities and knowledge will be as prominent as accents are now.
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Sara Liviero made a comment
School recommending ‘traditional methods’ are applied.
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Sara Liviero made a comment
Context went right over his head...
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Sara Liviero made a comment
The writer seems totally
- unaware of their prejudice
- unaware of their normalising their linguistic habit and consequently subordinating others' to their narrow views
- their presumption overrules McGovern's professional capacity, valued now on her pronunciation rather than her contents. -
Sara Liviero made a comment
Incident:
I was instructed to plan a teacher training course. This took time and resources. The start of the course was delayed and I was unofficially (by the course director referrer) informed that another teacher would have taught the course instead of me but using my material.Reaction:
I was horrified and had to face the damage of not getting paid... -
Sara Liviero made a comment
The MYTH test is not yet available. Please do let me know when it becomes available. I am really interested what it asked.
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Sara Liviero made a comment
The MYTH test is not yet available. Please do let me know when it becomes available. I am really interested what it asked.
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Sara Liviero made a comment
I liked the guidance on corpus use. I hope to use it more often in my practice.
I should add I like the reading lists accompanying each section. -
Sara Liviero made a comment
…not all teachers like embracing change… or cpd!
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Sara Liviero made a comment
I agree with the third and fourth points. I used to be haunted by all others!
I am ever so grateful for Adrian Holliday, Native-speakerism, ELT Journal, Volume 60, Issue 4, October 2006, Pages 385–387, https://doi.org/10.1093/elt/ccl030 -
Sara Liviero made a comment
1. I have used Google Translate quite a lot.
2. I thank them for trying.
3. It's been a feature of my existence; I am an immigrant, after all.
4. I congratulate them; provided they are authentic / not mocking (it has happened more often than not) -
Sara Liviero made a comment
I think this course is beautifully T-B.
Please help me address the fact that the MYTH task in 2.3. was not active - may I ask whether this will prevent me from completing the course? -
Sara Liviero made a comment
Cymraeg is very strong in the North of Wales, where a bilingual policy preserves its relevance in education, employment and in daily life. Inward migration might be a cause for concern, were it not for the North Welsh dignified resistance to being 'folklorised'.
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Sara Liviero made a comment
Firstly I would have them survey the languages children have in their lives.
Then I would have them explore their level of awareness of what languages are used and for what purposes.
I would ask children what they would like to find out and would use results to create a classroom-bespoke curriculum.
I would involve parents to make sure they are aware of... -
Sara Liviero made a comment
1) probably not; far too imposing
2) I would expect appropriate notice to be given, and perhaps an apology for deviating from a previous agreement.
3) I can assume they were protecting their negative face, but I would not know why
4) I could infer, but would rather not to. -
Ditto! But does it mean we lack or abound in experiences leading to those concepts?
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Sara Liviero made a comment
PART 2
A word that shares its semantic field is ‘cramming’ 补课; bǔ kè – intensive exam preparation, ‘cram school’ – Buxiban (补习班), special exam-training schools where teachers are under even more intense pressure as they face being fired if their classes do not reach high results.Gaokao elicits also national superstitious practices that go from dressing...
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Sara Liviero made a comment
PART 1
高考, literally ‘high test’, is the College Entrance Examination in China. It is one of the most difficult tests and is said to shape Chinese students’ entire lives.Though the notion of College Entrance Examination exists in the English language, the translation does not contain any of the strict selection, risk of failure, life-long impact...
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Sara Liviero made a comment
I believe in language relativism. Some concepts from my 'first' language have faded and I 'see' through my 'second' and 'third' language, even when I speak to 'first' language speakers.
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Hardly. I do my best to speak clearly, but the moment I go a bit Welsh or North Western, I am immediately questioned whether it is in mockery. I find there is an assumption that L2 speakers MUST have RP lest they are perforce mocking. After 30 years of living in the North West, I can't and do not want to help my adoptive Welsh accent. I wonder whether it might...
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I could not open the 'that over a quarter of Britons feel they have encountered accent discrimination' link. Could anyone please post it? Thanks.
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What happened to Welsh accents?
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Same here; however, whenever I deviate (unwillingly) from RP, native speakers tend to think it is in mockery.
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Sara Liviero made a comment
1) I love the sound of Chinese; I think I struggle with linking meanings to phonemes, and I will never be ready to push it to the next level: learning the idiogram for each phoneme. I can honestly say there is no language I do not like the sound of; however, as a young Mediterranean person, I did perceive certain northern European languages as unfriendly.
2)... -
Sara Liviero made a comment
Implicitly, I must do. I find that flipped, task/problem/product-based approaches take away anxiety from both myself and students. I like things to be clear between us. However, I am not sure that once lockdown is over this will be of any use towards their state exams.
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Sara Liviero made a comment
I provide simplified versions of self-assessment rubrics at the beginning of each course. I ask ss to use them during the preparation of tasks, evaluations of my examples, self- and peer-assessed activities. It is a pain to do it in compulsory education, where students want to be prepared to pass an exam where s-ar are not contemplated - what exam asks...
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Sara Liviero made a comment
I remember a lot of aimless practice: listen to so and so, talk about so and so... I felt like I had to imitate behaviours, or hopeless because I had no trip to exotic places on my bag of experience. I did not understand what the teacher's rambling on about his camping trips had to do with my attainment. I felt I was even further from participating in...
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Sara Liviero made a comment
I tend to think that the teacher is in control of the classroom. It is a responsibility especially with younger LLs in compulsory education, who would not be able to ask the questions they need to ask during or at the end of exploration. I believe that LTs should deploy both pedagogical and content knowledge, otherwise the risk is to have either too much...
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Sara Liviero made a comment
Ultimately, GW should evolve along teacher-structured observation 'posts'. I would also have a solution plenary that confirms accurate and inaccurate learner observations. I believe this would also lessen teacher intervention on loud/quiet student extremes.
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Sara Liviero made a comment
I am determined to adopt as many multisensorial strategies and resources as possible. Students have found them very rewarding.
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Sara Liviero made a comment
I would like to ask whether there is interest in opening participation to this study to Italian perspectives. I am meant to conduct a series of teacher training sessions on Dyslexia and MFL (approaches, strategies and pedagogical implications) next October; I would cherish the possibility to mark it as the start of Italian-based research.
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I make extensive use of Google translate. Students can check the meaning, listen and repeat. They can also test the extent to which Google recognises their pronunciation
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Sara Liviero made a comment
I believe teachers have the responsibility to make material SpLD friendly. I also think that curriculum development should be coordinated at department level to ensure that individual teachers are neither overwhelmed by material creation nor left to their own (mis)understanding of SpLD-informed material design.
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@BorbálaKálmos , I am ever so grateful!
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Sara Liviero made a comment
I am interested to explore #aspects of a second language that can pose difficulties for dyslexic students. For example, how to tackle features that students find difficult to process, e.g. #transparent and #opaque language features.
Students should be exposed to foreign language learning experiences; however, assessment should consider learning...
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Sara Liviero made a comment
Learners seem to relate different difficulties. Learning by heart was mentioned a couple of times, as well as difficulties with decoding spelling. Eye-opening are the accounts about being blamed for their difficulties and having to compensate for their difficulties.
I found one comment below very useful, as it reported evidence that if strategies are...
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Sara Liviero made a comment
I am definitely using this with my A2 class. I know they will use the TL to discuss this, but I think it will help them become aware of the communicative function of each tense.
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Sara Liviero made a comment
Recently, task-based learning proved to generate 'flow' in the FL classroom. Great cooperation was also observed. My concern remains with having to hold back from making them observe that they were almost exclusively using their first language. Nevertheless, their task was focused on how to generate accounts of the task procedures in the TL. Explicitly,...
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Sara Liviero made a comment
Thank you for the great materials and clear explanations.
May I ask you that you make 1.9 material available again? They were really interesting and detailed but disappeared after I submitted the recording. Unfortunately, I did not take any notes. I would find them very helpful.
Thanks again
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Sara Liviero made a comment
Thanks for the downloadable booklet! What a great resource. What a great team effort! I am ten percent short of fully understanding dyslexia but glad I am making good progress nevertheless.
Though, it pains me to see there is no input from Italian case studies. Even more the case to share and get talking about dyslexia. -
Sara Liviero made a comment
I am reflecting on the importance of structuring curricula that provide (all) students with multisensory activities, yet perfectly pursuing literacy/numeracy, though not within traditional pen and paper (and coursebook) approaches. If anything, the pandemic has been a time to bank on online courses - such as this - that provide practical as well as theoretical...
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Thanks for your reflection.
I hope I will be able to find inspiration to improve both student and teacher experiences. -
Sara Liviero made a comment
I found the exercise of looking at reading skills through the eyes of dyslexic students particularly impacting. It is so important to ensure that students have positive learning experiences. I think therefore that facilitating student awareness and teacher awareness of dyslexia can help to address the possible sense of failure that arises from punctually...
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Sara Liviero made a comment
The names and varieties of 'banana' across Central and South America.
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Sara Liviero made a comment
I positioned language at the intersection.
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Language use on the telly is a fascinating observation focus. It is the real star of any programme The value therefore of knowing how to receive, analyse and produce language is priceless. Interaction with the public is also an increasing goal of most programmes, especially since the pandemic. The focus on how this interaction is structured is also of great...
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Sara Liviero made a comment
Hello. I am currently teaching EFL to (young) adults. Following student and parent enquiries, I hope to be able to 1) increase my and other teachers' awareness of dyslexia and different learning needs; 2) explore approaches, methods and activities that help students with different learning skills; 3) feed my research interest in how to apply linguistics to...
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Sara Liviero made a comment
I am finding this very useful. I like being theoretically aware and practically able to explore/use CALL.
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It's early days. Technology is to be used for and by teachers; it will never replace them, but I wonder if it should become a criterion for their selection and/or performance review. In my humble opinion it should, but only provided teachers AND students receive institution-led training.
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Sara Liviero made a comment
Zoom and Cloud / GSuite; however, I have mostly been busy training students to use platforms.
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Sara Liviero made a comment
Very inspiring. Institution culture would be my perceived obstacle. It seems there is always the need for key personnel to catch up with teacher informed practices.
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Presenting survey results.
1. Students watch teacher video task instructions
2. ss draft survey
3. ss complete the survey and disseminate it
4. ss get survey results; watch teacher video of her survey results
5. ss analyse teacher written results (word-sentence-text level; survey/written text interface)
6. ss analyse t oral presentation of results;... -
Thanks for the useful resource and explanation.
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Sara Liviero made a comment
I am trying to use assessment to show my students the importance of 1) planning 2) commit to giving examples (me); 3) drafting - feedback - redrafting 4) understand what linguistic and paralinguistic tools they need (e.g. the past tense but also how to use Google Forms to send out a questionnaire.
I am also trying to be assessed by students with special...
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Sara Liviero made a comment
I'm planning my next lesson while completing this exercise.
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Sara Liviero made a comment
Language, languages and communication have always motivated my enquiry and tests made little difference in my study or motivation. Were I asked the same about other subjects - compulsory in the education system I was brought up in - I would probably answer that test preparation was almost exclusively done to pass and get on with my life.
I believe language...
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Sara Liviero made a comment
I think I would press the button, but not before planning how to research the impact on education as we know it and ensuring the process can be reversed.
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Sara Liviero made a comment
While the first victimises test-takers tout court, the second sees an opportunity for testing to reveal merit. Perhaps the role of those in power is to see that retrofitting ensures that merit is spotted across socioeconomic backgrounds.
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Sara Liviero replied to Cara G
I agree with your interpretation.
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Sara Liviero made a comment
Ideally, once recognised a practical need and identified the people who would best fulfil it, organisations could provide language training that builds on the assessed proficiency levels. I was not able to read the Telegraph's article without a subscription, but the Guardian's seemed sufficiently interested in fact-checking.
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Sara Liviero made a comment
Immigration and citizenship are vastly different purposes. Immigration could require CALP for occupations that require complex communicative skills, while citizenship should be satisfied with BICS.
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Sara Liviero made a comment
Language assessment seems to be less tolerant of false positives when evaluating the communicative skills of personnel whose successful practical/operational performance demands high language/operative coordination and whose roles impact public safety or quality of life.
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Sara Liviero made a comment
I think S7 is probably too hasty. Illustrating options requires probably more skills to interpret data and present them clearly to the customer.
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Sara Liviero made a comment
Ungrammatical phrases that are acceptable as fulfilling a poetic function.
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It is a great discussion. I will undoubtedly benefit from the course as an educator. However, I find that it is presented from a starkly predominantly white perspective. I had in mind to use some of the pictures and videos with my young/adult students and sixth formers, but my classes are very composite and I do not wish to normalise predominantly white...
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Sara Liviero made a comment
What’s she like?
She’s intelligent and creative.
What’s he look?
He’s not sad - he’s always smiling. -
Sara Liviero made a comment
What’s she like?
She’s intelligent and creative.
What’s he look?
He’s not sad - he’s always smiling. -
Sara Liviero made a comment
Hi everyone. My name's Sara, I'm 50 and I live in London, though currently teaching in Italy. I'm teaching young/adults and I am taking this course to be inspired.
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Sara Liviero made a comment
My son is a data analyst and I love his job.
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Sara Liviero made a comment
It has huge potential in product-based, task-based teaching, CLIL approaches.
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Sara Liviero made a comment
Really looking forward to a course on film making for foreign language learning.
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Sara Liviero made a comment
Today, I am planning my lessons
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Sara Liviero made a comment
I am Sara, I am from Bangor. I love walking in the mountains.
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Sara Liviero made a comment
I am currently teaching in Italy and was asked by the Headteacher to update colleagues on research-based yet practical advice on foreign language teaching in the early years.
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Sara Liviero made a comment
I want to get reacquainted with basic English to improve my teaching
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Sara Liviero made a comment
Anyone wishing to do research on this case is welcome: The problem is that X has a perfectly redundant ESRC PhD, AFHEA and managed to publish once even though had to pin down three jobs at a time. She cannot measure up to native speakers with half her qualifications; whether she works in UK or other academia. Her research proposals are turned down because she...
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Sara Liviero made a comment
If we deem these examples as not 'grammatically correct', I think we are letting a certain 'prescriptive grammar' take centre stage instead of language and how users contextually decide to use grammar to give emphasis to particular meanings...
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Sara Liviero made a comment
I have a challenge for the course management: how about we imagine this task to be done on people who recognise themselves as male? I find it rather tedious having to bare my female soul to participte here and eventually get the qualification I am after. Especially when I think that my male colleagues are safely detached from the issue/task... I find that the...
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Sara Liviero made a comment
The procedure is carefully planned and written. However, I would have included details on the preparative steps and the measures taken to ensure safety. Moreover, steps do not seem accurately sequenced.
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Sara Liviero made a comment
I can see how 'seductive' these concepts are to people who strongly rely on stereotypes. University students and professionals are highly motivated (Anglophone included) and would never live by stereotypes of lateness or being kissed twice in the face (anywhere, really) by total strangers.
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Sara Liviero made a comment
I would say both the 400 general and the 15 sprayers.
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Sara Liviero made a comment
Hello all. I am an EAP tutor and would like to understand R to use it for researching assessment and student understanding of assessment.
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Sara Liviero made a comment
It seems that the process is harmful especially when conducted in small farms or by individual businesses. It is difficult to estimate how precautionary measures would affect these businesses. Information needs to be made available for individuals to know short and long-term effects. Perhaps, small businesses' participation in the industry needs to be looked...
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Recently, I believe history has been 'modified' by the world of cinema (I like that). Certain ethnic groups appear sporting superheroes saving or having key roles in the d/evolution of other ethnic groups. I wonder how (much) incidence it will have on the perception of the people who are prone to make-believe (for personal interest) on their supremacy or...
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Sara Liviero made a comment
I feel that even within the same 'race' there are divisions and privileges conceded on the assumptions that some people are more 'equal' than others.
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Sara Liviero made a comment
I have just learnt that Wénhuà, 文化, is Bunka...
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Sara Liviero made a comment
I would not want to become familiar and impose; I would like to get close with permission.
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Sara Liviero made a comment
I am constantly battling with belonging, owing to or being outcast. I fear these feelings depend on whether the 'culture' discussed is perceived as a dominant one, or whether it has been dominated in the past and therefore has developed strong yet implicit boundaries to give itself a chance to break free and build on its freedom. Respect and Tolerance are also...
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Sara Liviero made a comment
Culture can be run like either clubs or pigeonholes. Culture can be misconstrued as label for others' convenience. As a label, it can also be taken away with or without consent; or with manufactured consent.
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Sara Liviero made a comment
I am Italian by birth but have lived in the UK all my young and adult life. I am attracted by multicultural contexts, having associated them with creativity and thriving hubs of interdisciplinarity all my life.
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Sara Liviero replied to Deb B
Dear Deb, I am Italian by birth and I follow this topic very closely. I am sure I will read your posts with great interest.
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Sara Liviero made a comment
Like this course's underpinning, creations and artefacts are embedded in multidisciplinarity. They seem to require perceptions that 'straddle' different disciplines, different cultural backgrounds, different linguistic and artistic veins. More importantly - they do not know social or racial boundaries; they defy them!
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Your account is very interesting. It is very suggestive of how play avoids labelling and ringing alarm bells, while allowing medical staff to carry on with their diagnosis.
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Sara Liviero made a comment
My essay does not fit here. I will paste the last two paragraphs.
[...] I am writing this because I would like to study how Dr Ndlovu’s lesson on how applied arts can be used in creative and playful ways should have a more prominent position in the formation of ‘teachers’ as an example of any formative role that is actively educating our societies. Being...
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I have to disagree. I find all material exquisite. My only regret is that I am not researching on it and time is not on my side.
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Sara Liviero made a comment
All evidence seems to point to how our lives are dictated by simplified interpretations of the essence of life.