• 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

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? 

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) 

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. 

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) 

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. 

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.  

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.

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. 

• ‘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 

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.

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 

• 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! 

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

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

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.

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,,,

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

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

Passcode: HbSr4+4$

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

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.