Brooklyn School of Languages (BSL)
is interested in pursuing an innovative method of language teaching. While most educational institutions
have at least partially adopted communicative methods, BSL has entirely
embraced this form of instruction.
We have also integrated Content-Based Learning (CBL) into our
semi-intensive English language program.
The idea behind CBL is to focus on the materials presented and topics
addressed as opposed to the technical aspects of language acquisition. The
result is our cutting edge enrichment program, a series of afternoon classes
structured around a specific topic which changes weekly.
As a result of this vision, our
English as a Second Language (ESL) students have toured gourmet kitchens with a
chef, taken pictures of the Brooklyn Bridge with a professional photographer,
and, most recently, learned about the fusion of sound and movement from a
world-renowned tap dancer, Christopher Erk.
In my role as Director of Studies
here at BSL, I am in charge of developing the curriculum, and I take this very
seriously. Over the past six
months the enrichment program has grown and flourished thanks to dedicated,
talented teachers and enthusiastic students eager to increase their knowledge
of unfamiliar subjects. When I
created a class focusing on the world of New York theatre, I knew we needed to
incorporate dance into the experience.
I immediately thought of my old high school classmate, a generous
performer that I knew would use his energy and experience to connect with the
students on many levels.
From the moment Chris arrived at
the school he commanded the students’ attention. Initially, he shared some personal experiences of his
childhood, learning to dance, becoming great at it, and eventually leaving
school to do it professionally. His
passion for dance and performance was obvious, and his audience, ranging from
18 to 45 years old and speaking five different languages, sensed this
immediately. Chris spoke a lot
about aspirations, his own as well as the language learners’, and regardless of
English levels, everyone understood all that he said.
Eventually the group moved into a
larger space and Christopher arranged them in a circle. Then he put on his tap shoes. Classrooms and offices emptied as the
entire school tried to catch a glimpse.
After this demonstration, the students were ready to try it on their
own. No special equipment, or even
rhythm, was necessary. Chris urged
each individual to explore his or her own expression through movement and
sound. Dance, for him, is a means of
communication. For a group of ESL
learners living in New York City, this is very relevant.
Afterwards, Chris brought the
students back together and asked them to relive the experience. None of them had ever tap-danced
before. One student referred to
Chris’ tap shoes as “his instrument” and confessed he had no idea what
tap-dancing was before the workshop.
Later, another student compared the different styles of tap Chris had
demonstrated to different accents in language. This was an extremely positive and eye-opening experience
for our students.
Sincerely,
Dennis
R. Chase
Director
of Studies
Brooklyn
School of Languages
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