SOCIALISING BY RELIGION
Name of author: Camelia-Elena ARHIP
E-mail address: cameliaarhip@yahoo.com
Institution and country: “Mihai Eminescu” Highschool, Iasi, Romania
Target audience
In-service teachers
o Secondary teachers
o Other situations: Possible training with humanities teachers
Itineraries
q Developing knowledge about languages and cultures
q Exploring attitudes towards languages and cultures
Abstract
The three activities proposed here illustrate an approach of incorporating the concept of diversity, in general, and the concept of religion, in particular, in a language teaching context.
The first activity focuses on the diversity of faiths. Trainees work in pairs to find words related to religion, to discuss the relationships these concepts have with languages, their speakers and their cultures, and, in groups, debate the issue to reach a conclusion.
The second activity, entitled ‘Analysing a prayer’, uses versions of the prayer “Our Father” in different languages to compare and to identify links between them.
In the third activity, trainees work with vocabulary related to religion to talk about their own religious traditions or/and to ask about other countries’ traditions, using the given words.
Rationale
The activities proposed consider religious issues from different perspectives, thus, motivating trainees to raise positive attitudes towards diversity. They also intend to foster an appreciation of religion, holding every individual in esteem in his/her own faith and creating an international environment where trainees can express personal opinions.
They also aim at promoting consideration of the role languages play in celebrating diversity and in maintaining social cohesion, by investigating religious evidence in a multilingual and multicultural Europe.
Personal and social dimensions
· understanding and celebrating a diversity of faiths
· helping to appreciate religious diversity as a value
· considering issues from different perspectives
· knowing oneself as a language educator by thinking about one’s religious knowledge, values, and understanding with regard to language communication
· helping to build up an inter-ethnic society in which the individual is considered as a human being who holds values, tradition and cultural characteristics.
Professional dimensions
· thinking about the concepts linked to language teaching
· knowing and defending the reasons for an education favourable to the development of plurilingual and pluricultural competence
· observing, analysing and making use of the diversity that exists in one’s teaching environment
· motivating students/teachers to raise positive attitudes towards plurilingualism and pluri-interculturalism
Religion
Activity 1
Timing: 60’
Material required : a copy of the Universal Declaration of Human Rights (art. 18)
Grouping : (pair work) / (group work)
Description of the activities:
a) In pairs, decide what words are related to religion and put them down in a mind map.
b) Discuss with your partner what relationships these concepts can have with languages, their speakers and their cultures.
c) How many types of religious beliefs do you know?
d) In groups, analyse your findings and answer the following questions:
- What do you know about the Christian religious events: Easter and Christmas?
- What do you know about the Muslim religious events: Ramadan* and Eid – ul – Fitr*?
e) Choose a religious event and, in your group (preferably
formed of people with different religious orientations), brainstorm as much as you know about it.
f) Debate the issue to reach a conclusion (group work).
As a result of this debate, in my community/teaching environment, I would like to………………………………………………………………………………………….
……………………………………………………………………………….……………
As a result of this debate, in my life, I will change ………………………………….
………………………………………………………………………………………………………………………………………………………………………………………….
Notes for teacher educators
( Optional ) Further comments – Starting from Appendix 1 (Article 18 from The Universal Declaration of Human Rights), initiate a debate on the right of religion and on teaching, irrespective of the religious belief.
* Eid-ul-Fitr [‘i:d,l’fit] = (fast-breaking), the festival with which Ramadan
ends.
* Ramadan = occurs during the ninth month of the Muslim calendar and it is
the month of fasting. Adult Muslims fast during the hours of
daylight. They abstain from food, drink, smoking and sexual
activity. It is seen as a special time of spiritual renewal when
family and community relationships are strengthened. The date
when it begins changes each year.
Analysing a Prayer
Activity 2
Timing: 60
Material required :
- a copy of the Universal Declaration of Human Rights (art. 18)
- samples of the prayer Our Father in English, French, Latin, Russian (possibly, other languages)
Grouping : (individual) / (pair work) / (group work) / (whole class)
Description of the activities:
a) Look at Appendix 2 and read the prayer Our Father. Compare it to the versions of the prayer in Romanian (Appendix 3), French, Italian, Russian and German (Appendix 3.1., 3.2., 3.3., 3.4.) and, using the knowledge of the prayer in your own language (if other than the previously mentioned ones), think of the reason for which it is considered ‘the mother of all Christian prayers’.
b) Share your impressions with your partner and discuss about people’s need for a spiritual dimension. Think of questions such as:
-Why do we pray ?
-When and where do we pray ?
-How do we pray ? (aloud, silently, contemplatively, etc. )
c) Make use of your knowledge of other religions and, in groups, try to:
- comment on the significance of the cross ;
- describe the buildings used for worship in different religions ;
- identify symbolic acts of worship that are the same in different religions (e.g. covering the head , recitation, prostration, etc. )
d) Analyzing your findings and the language of prayers, discuss the importance of faith in people’s lives.
Notes for teacher educators:
a) You may choose not to use all the versions suggested, if you consider the activity too time-consuming.
If, for any reason, you feel the questions suggested in b) make trainees uncomfortable, you can skip or reformulate them.
Religious festivals
Activity 3
Timing : 60’
Material required : none
Grouping : (individual) / (pair work) / (group work) / (whole class)
Description of the activities:
a) Traditions and festivals are part of a country’s culture and
civilization. Some traditions have become so popular that they are
celebrated in other countries as well. The following events (Easter,
Thanksgiving, Ramadan, Christmas, Diwali, St. Valentine’s Day,
Halloween) are celebrated in various parts of the world. Which of
them do you recognize? Do you know which time of the year they
take place? Are any of these events celebrated in your country?
Working in groups, find out how much each of your partners
knows about them.
b) In pairs, talk about a religious festival in your country. Say
when it takes place and how you celebrate it.
c) Match the person to the religion/church (in some cases, the
same person is connected with more than one faith)
1. bishop - a) Islam
2. dean - b) Judaism
3. minister - c) Buddhism
4. priest - d) Lutheran Church
5. pope - e) Presbyterian Church
6. rabbi - f) Anglican Church
7. ayatollah - g) Roman Catholic Church
8. mullah - h) Russian Orthodox Church
9. vicar -
10. guru -
d) Since most festivals were originally religious celebrations, a lot
of religious vocabulary is associated with them. Choose the correct
words to fill in the sentences below:
Hindu, pagan, Catholic, Protestant, Lent, fast, Islam, Hindus,
Tora, reincarnation, service.
1. ……. is the name for the 40 days before Easter in the Christian calendar.
2. Diwali is the …… festival of light.
3. Halloween was originally a …… festival.
4. Northern Ireland is divided between two main Christian religions - …… and …… .
5. During Ramadan, strict Muslisms …… during daylight hours and only eat and drink at sunset.
6. The vicar conducted the …… in the church.
7. The …… are forbidden by their religion to kill cows and eat beef.
8. Koran is characteristic of … .
9. The Buddhists believe in …… .
10. ...
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