# data[].attributes.body
Here is the link to Bill's session: https://drive.google.com/drive/folders/1m7Y_iOmBpJI3HpiKKfTDSbo497JIGxDC

# data[].attributes.body
Here is the link to the recording of Richard's session: https://drive.google.com/drive/folders/1wOCaa-sX9BlAqF7PB5Vqzj-xj2x0ihgp

# data[].attributes.body
Here is the link to the recording of Nick's session: https://drive.google.com/drive/folders/15vmqyqKdZhGDHFbmsOuPciWuyAtIe78i

# data[].attributes.body
Here are the slides from Nick's session

# data[].attributes.attachment_link.title
Linguistic Theory and implications for Developmental Language Disorders

# data[].attributes.body
Here are the slides from Bill's session

# data[].attributes.attachment_link.title
Understanding instructed language learning Intro

# data[].attributes.body
Title: Charting Your Course: Unlocking Global Opportunities and Celebrating Palestinian Excellence

Facilitators: Rashad Hamidi, Lina Najjar, Taima Tammam.

Objectives: By the end of this session, students will have:

Discovered a range of local and international scholarship programs and educational opportunities specifically designed to support Palestinian students in pursuing their academic and professional aspirations.

Learned practical strategies for identifying, applying for, and securing competitive scholarships, including insights into crafting compelling applications and preparing for interviews.

Been inspired by the journeys of successful Palestinian individuals who have leveraged education and opportunity to achieve significant accomplishments in various fields, both within Palestine and globally.

Understood how their academic pursuits and future achievements contribute directly to the ongoing development and positive representation of Palestine on the world stage, affirming their vital role as agents of change and hope.

# data[].attributes.body
Rashad, Taima and Lima who are DPET (Durham Palestinian Educational Trust) scholarship award holders at Durham University will be leading this session. Here is the link to the DPET scholarships page: https://durhampalestine.webspace.durham.ac.uk/scholarships/successfulapplication/

# data[].attributes.attachment_link.title
Durham Palestine Educational Trust : Making a Successful Application - Durham University

# data[].attributes.attachment_link.description
Making a Successful Application Sadly, this Trust and Durham University can offer only two or three scholarships. Inevitably, some excellent candidates will not be successful. However, this website provides lots of information to help you make an effective application.

# data[].attributes.body
Hello everyone! This is Ann-Marie, following up on Catriona’s and my session on Memory on Monday. We have set up a new Padlet for a follow-up activity for the class:

Hope and Healing Virtual Museum of Memories

This is a space to share a significant memory - related to your personal life, family, or the broader history of Palestine - with everyone else on the Hope and Healing project. You can share experiences, events, stories, poems, images. Each memory you 'donate' to the Museum of Memories should have a short description: why does it matter to you? Why do you think it should matter to other people? What does it stand for? Only people with the link can access this virtual museum space.

https://padlet.com/annmarieeinhaus/hope-and-healing-virtual-museum-of-memories-1g4u8ygn6aktqm06

# data[].attributes.body
Here is the link to the recording of Session 1:

https://drive.google.com/drive/folders/1cnTyB22dF_2DAReTswdIIKL3uJZgKv-l

# data[].attributes.attachment_link.description
No files in this folder.Sign in to add files to this folder

# data[].attributes.body
Title: 'Past, Present and Future'

Facilitator: Bill Williamson

Objectives: By the end of this session:

Students will be able to understand and explore the concepts of collective memory, lifeworlds and agency and to be able to use them to make sense of the society in which they live.

# data[].attributes.body
Pre-Session preparation

To help you get the most out of the session, we are sharing the worksheet with you in advance. Please take some time to read through the document before the session, especially the quotations - we’ll also be discussing them together during the session.

# data[].attributes.attachment_link.title
Making sense of the past, present and future

# data[].attributes.body
Further reading (optional)

# data[].attributes.body
Here is the zoom link for teaching session 7:

https://us06web.zoom.us/j/89303859069?pwd=fWMfp2RNSO9OLmk8nyQfkIJv9ZO5s6.1#success

# data[].attributes.attachment_link.description
Zoom is the leader in modern enterprise cloud communications.

# data[].attributes.body
Title: Poetry, place and memory

Facilitator: Richard O’Brien

Objectives: By the end of this session, students will have gained experience reading and writing poetry to think about their attachments to place and memory.

# data[].attributes.body
I am Saja Seheban, an English literature student at the Islamic University of Gaza. Right now I am completing my degree study in Al Mawasi camps via the online teaching programs despite this harsh war .

So glad to be part of this project and looking forward to take as much as I can from the helpful information here and to collaborate and know you more.

Thanks for giving us this great opportunity.

Excited to see you soon🤍

Regards,,,

# data[].attributes.body
Hello,

I am shahed shurrab a translator student at IUG, I’m a sophomore actually I should have been a senior, because of war I am still in the second year,I hope to learn more with you, and I am looking forward to be Sth in the future and support my country in all occasions.

# data[].attributes.body
Title: 'Commemoration, Memory and Writing History'

Facilitators: Ann Marie Einhaus and Catriona Pennell

Objectives: By the end of this session, students will have learnt about the evolving nature of commemorative practice using the First World War in Britain as a case-study. We will then reflect on the relationship between memory making and the writing of history, and the place of cultural outputs - such as poetry - in that process.

# data[].attributes.body
Hello! I'm Ann-Marie Einhaus, an English literature academic from Northumbria University. My specialisms are literature, conflict and memory, and I also specialise in short fiction. I'm originally from Germany but now I work in Newcastle and live in Edinburgh, so I spend a lot of time on trains (it takes an hour and a half to travel between them). The picture shows me in Edinburgh train station on the first day of teaching last year, waiting for my train. I really look forward to meeting you and learning with you!

# data[].attributes.body
Pre-readings:

Article by historian Lucy Noakes, ‘Centenary (United Kingdom)’, in: 1914-1918-online. International Encyclopedia of the First World War, ed. by Ute Daniel, Peter Gatrell, Oliver Janz, Heather Jones, Jennifer Keene, Alan Kramer, and Bill Nasson, issued by Freie Universität Berlin, Berlin 2019-06-03: https://encyclopedia.1914-1918-online.net/article/centenary-united-kingdom/

Poem by John McCrae, ‘In Flanders Fields’ (1915): https://warpoets.org.uk/worldwar1/blog/poem/in-flanders-fields/

Poem by Najwan Darwish, 'I Write the Land' (2021): https://worldliteraturetoday.org/2021/summer/three-poems-palestine-najwan-darwish

# data[].attributes.attachment_link.title
Three Poems from Palestine, by Najwan Darwish

# data[].attributes.attachment_link.description
“The shelling ended / only to start again within you. / The buildings fell, the horizon burned, / only for flames to rage inside you, / flames that will devour even stone,” from “The Shelling Ended,” by Najwan Darwish

# data[].attributes.body
Title: 'Mind reading and Communication'

Facilitator: Billy Clark

Objectives: By the end of this session we will have recognised that human communicative interaction involves ‘mindreading’, i.e. that we make assumptions about the minds of others, take account of these when communicating, and aim to change them by our communicative behaviour. We will see that this helps us to understand all kinds of communicative behaviour, including in everyday interaction, in creative and other writing, in literary studies, media communication, and learning and teaching.

# data[].attributes.body
Title: The relationship between syntax and the lexicon on its implications for developmental language disorder

Facilitator: Nick Riches

Chomsky's theory of Universal Grammar has provoked intense theoretical discussion, with many linguists defining their theoretical positions in relation to this question. It will be argued that more constructive focus on debate is the relationship between syntax and the lexicon, e.g. the extent to which syntactic representations are categorically different to lexical representations. This session will explore evidence that lexical and syntactic representations have more in common than many linguists assume, and that they may be part of a single system, the constructicon. It then applies this framework to children with Developmental Language Disorders. In particular, it argues that if we are to adopt a constructicon-based view of language, language intervention will be more successful if we focus on both form and meaning at the same time.

# data[].attributes.body
Marhaba! Hello everyone. My name is Catriona Pennell and I am a historian at the University of Exeter in the south west of England. I am interested in conflict and empire, particularly how people experience and remember those events. I have been lucky enough to spend a lot of time in the Middle East, especially in Lebanon but also the West Bank, Syria, Jordan, and Iraq, working with displaced peoples and refugees. I'm honoured to work with you all. And you may also meet Mousehole (my cat) who likes to interrupt my teaching sessions.

# data[].attributes.body
Pre-reading

‘Remembrances’ – poem by John Clare: https://www.bbc.co.uk/arts/romantics/clare_remembrances.shtml.

Note: this poem contains some historical and dialect language features – don't worry if you don’t understand every word, I don’t either!

‘Belfast Pastoral’ – poem by Emma Must: https://www.brinkerhoffpoetry.org/poems/belfast-pastoral

Question for discussion: what role has poetry played in your life? Can you tell me about any poets or poems you especially like?

If you want to see the writing exercises and other discussion questions in advance, you can read the worksheet here: Poetry and Place Workshop - Gaza.docx

# data[].attributes.body
Preparation Sheet

# data[].attributes.body
Title: Protest, Revolution, and Symbolism

Facilitator: Laura O'Brien

Objectives:

By the end of this session, we will have:

Examined why and how the storming of the Bastille in 1789 became an iconic moment in the story of the French Revolution

Explored how the Bastille became a symbol of revolutionary ideas and protest

Discussed how and why sites of oppression can be reimagined as symbols of freedom, drawing on other examples and contexts

# data[].attributes.body
Title: 'Good Language Teaching: a discussion of some theories'

Facilitator: Bill Guariento

Objectives: By the end of this session we will have:

Discussed our own feelings about what makes a successful language-classroom

Compared our ideas with those of Professor Rod Ellis, author of Principles of Instructed Language Learning (System, 2005)

# data[].attributes.body
Questions for discussion:

What are all the things involved in communication?

What do we do in communicating with others and in interpreting and responding to what others communicate?

Prereading:

Clark, Billy. 2022. Pragmatics, The Basics. Chapter 1, pages 18 to 35. (I will share a pdf ahead of the session)

# data[].attributes.body
In this session we will examine how an attack by the people of Paris on the fortress and prison known as the Bastille during the French Revolution of 1789 became a moment of enormous historical importance. We will concentrate in particular on how the storming of the Bastille was depicted and remembered. In so doing, the session will explore how historical events often acquire their significance after the fact, and why some events and historical sites become lasting symbols of key ideas and principles.

# data[].attributes.body
Pre-reading

The following 6 sections of the Rod Ellis Wikipedia page - https://en.wikipedia.org/wiki/Rod_Ellis - will give you a useful introduction to areas we will touch on:

Research / Task-Based Language Teaching / 10 Principles of Instructed Language Learning / Form-focused vs Meaning-focused Instruction / Corrective Feedback / Criticism

Questions for discussion

What is more important in the language classroom?

drawing the student's attention to linguistic form (vocabulary and grammar)?

getting students to convey messages?

In both cases, what is the role of corrective feedback?

# data[].attributes.attachment_caption
The attack on the Bastille in Paris, 14 July 1789

# data[].attributes.body
Pre-readings and original documents (optional):

If you would like to read a straightforward overview of the storming of the Bastille and its place in the French Revolution before the session, the online entry on Encyclopedia Britannica might be a place to start: https://www.britannica.com/event/storming-of-the-Bastille

Eyewitness account of the attack on the Bastille by one of the men who participated in it (please read the section headed ‘Text’, beginning with the words ‘Veteran armies inured to war’) https://revolution.chnm.org/exhibits/show/liberty--equality--fraternity/item/468

Don’t worry if not all of the words or references make sense or are immediately clear – they're not always clear to me either!

# data[].attributes.body
Here is the zoom link for teaching session 8:

https://us06web.zoom.us/j/81116805283?pwd=o30gsavDN4FqvcAX3kF0sOHaHzbsDa.1#success

# data[].attributes.attachment_link.description
Zoom is the leader in modern enterprise cloud communications.

# data[].attributes.body
Hello everyone,
This is Arwa Ahmed El-Dabas, a sophomore at IUG, translation department. I would like to say I write something kind of prose in Arabic, I think it calls (prose poem). I hope I could start writing in English, but because of our case we could scarcely find the leisure time. I'm longing to hear your advices and suggestions, and for building good memories with you all. Thanks🌸

# data[].attributes.body
For anyone who missed the session or would like to go back over the slides, here they are!

# data[].attributes.body
Here is the zoom link for teaching session 2: https://us06web.zoom.us/j/87129095897?pwd=OnxveQraomPvp2znodfq9TbvDhvmuo.1#success

# data[].attributes.attachment_link.description
Zoom is the leader in modern enterprise communications, with an easy, reliable cloud platform for video and audio conferencing, chat, and webinars across mobile, desktop, and room systems.

# data[].attributes.body
RECORDING OF SESSION 2: https://us06web.zoom.us/rec/share/Wi4OONo51t4qzy33HoPqMIDWKB-Mc44-WJhTqqdh_5yTADvZbVC-ydBeHUhgFDYw.vbmQ3-mz99CfjAZk?startTime=1749114113000

Passcode: HbSr4+4$

# data[].attributes.body
RECORDING OF SESSION 1

https://eur02.safelinks.protection.outlook.com/?url=https%3A%2F%2Fdrive.google.com%2Fdrive%2Ffolders%2F1cnTyB22dF_2DAReTswdIIKL3uJZgKv-l%3Fusp%3Dsharing&data=05%7C02%7Ccaroline.burns%40northumbria.ac.uk%7Ce997697fceb2481f740d08dda3756957%7Ce757cfdd1f354457af8f7c9c6b1437e3%7C0%7C0%7C638846446885008871%7CUnknown%7CTWFpbGZsb3d8eyJFbXB0eU1hcGkiOnRydWUsIlYiOiIwLjAuMDAwMCIsIlAiOiJXaW4zMiIsIkFOIjoiTWFpbCIsIldUIjoyfQ%3D%3D%7C0%7C%7C%7C&sdata=yMUmX2iDOwySf5zIVKdTO6%2FEINEkNVbx0VsXTodosNE%3D&reserved=0

# data[].attributes.attachment_link.title
Principles of Instructed Language Learning- Rod Ellis

# data[].attributes.body
Here is the link to recording of Bill's session: https://drive.google.com/file/d/1E2eDj1FzdDGxsNi3ttuxXIiTGpE_fr9S/view

# data[].attributes.body
The session presentation is attached. Links to the scholarships can be found in the slides' notes.

# data[].attributes.body
Here is the link to recording of Rashad's session: https://drive.google.com/drive/folders/1tNdcwVN2t5M5ZESJv5GRkLUGiCRVBLsl