(Skkn 2023) using local cultural heritage to improve the effectiveness of teaching and learning english for moutainous students

NGHE AN EDUCATIONAL AND TRAINING DEPARTMENT TUONG DUONG I HIGH SCHOOL - - TEACHING EXPERIENCE “USING LOCAL CULTURAL HERITAGE TO IMPROVE THE EFFECTIVENESS OF TEACHING AND LEARNING ENGLISH FOR MOUTAINOUS STUDENTS” Subject : English Author : NGUYỄN THỊ VÂN Group : English Tel: 0943533035 School year : 2022-2023 TABLE OF CONTENTS CONTENTS page I INTRODUCTION 1 Rationale of the study Aims of the study Scope of the study Methods of the study Significance of the study II RESEARCH CONTENT PART 1: THEORETICAL AND PRACTICAL BACGROUND 1.1 Basic concepts of culture heritage 1.2 Meaning and organizational methods of using cultural heritage in teaching and educating in high schools 1.3 Some cultural features of Tuong Duong district 1.Theoretical background Practical background 2.1 The community 2.2 The teachers 2.3 The pupils 2.4 The students’ learning situation on the education of conservation and development consciousness local cultural values in Tuong Duong district PART 2: THE SOLUTION ABOUT USING LOCAL CULTURAL HERITAGE TO IMPROVE THE EFFECTIVENESS OF ENGLISH TEACHING AND LEARNING THROUGH EXTRACURRICULAR ACTIVITIES AT TUONG DUONG HIGH SCHOOL 10 Raising teachers' awareness in improving the effectiveness of teaching English through local cultural values in high schools 10 What can the teacher to help students preserve local culture heritages and improve the effectiveness of teaching and learning 11 English? 2.1 The process of organizing extracurricular activities through experiences activities 2.2 Organize extracurricular activities in the school 12 PART 3: EFFCIENCY OF THE RESEARCH 24 1.Suitability for students and school 24 Eligibility and applicability 24 Effectiveness 24 3.1 Survey about students' learning attitudes after the lesson 24 3.2 Survey teachers’ opinion about the urgency and feasibility of solutions on using of local cultural heritage to improve the effectiveness of teaching and learning English for students in the mountainous areas 25 III CONCLUSIONS AND SUGGESTIONS 30 20 A.Conclusions 30 B Suggestions 31 I INTRODUCTION Rationale of the study Nowadays, language teaching concentrates on what students want to learn rather than on what is to be taught It can be said that the attitude and the initiative from the students are the main activity in the classroom The success of students in the classroom is the main goal of teaching and learning activity Many factors influence students in the classroom One of them is culture It is important to relate language to the culture because language must be treated in a social context It means that learning a language cannot be separated from learning the culture Resolution No 29-NQ/TW requires a strong innovation in teaching and learning methods in a modern direction, promotes the positivity, initiative, creativity and application of learners' knowledge and skills; overcoming one-sided imposed communication Moving from studying mainly in the classroom to organizing diverse forms of learning, paying attention to social activities, extracurricular experiences, and scientific research As an English teacher, I think that contributing to the comprehensive renovation of education, towards achieving the aforementioned goals, the use of local cultural heritage in teaching in high schools, is extremely important Through learning English and getting to know about different cultures, students can understand and love the language and culture of their people better Thus, the use of local culture heritages in teaching in the classroom, especially learning at the heritage site, not only helps students develop their foreign language skills, improve their speaking and writing skills but also has an understanding of the local cultural As a result, raising awareness of heritages preservation and patriotism among students could make a contribution to the development of the homeland Such are attractive extracurricular activities for high school students when experiencing local culture sites Aim of these activities is encouraging students to learn more about historical sites, traditional costumes, and indigenous cuisines By these, students could apply experienced lessons into practical life and this is considered as a way which encourages students to efficiently exposure to local culture and history Tuong Duong high school is located in a mountainous district being to the southwest of Nghe An province There is no doubt that teaching and learning English is difficult because the students are mainly ethnic minority Therefore, I believe that combination of experiential activities with teaching projects in teaching English is essential Such learning activities will help students actively and proactively acquire new knowledge, improve their self-study skill, understand and apply the knowledge learned from practice to preserve local cultural heritage, gain the patriotism, and promote positive values of local culture In order to help students to deeply recognize, and have the right attitude and behavior to the issues of preserving the local cultural identity where they live, as well as learning to accumulate knowledge and improve the quality of English teaching in the context of reforming the country's education, I choose the thesis “Using local cultural heritage to improve the effectiveness of teaching and learning English for mountainous students” Aims of the study - By including local culture in the teaching and learning process, it is expected that students will be aware of their own culture and able to learn English better since they are asked to describe something they know very well - Educating students to love their hometown and country In addition, students have senses of protecting, promoting local culture to the domestic and international community - From the results of students’ learning, teacher can assess the abilities and qualities of students Scope of the study - The study is concerned about investigating the Local Culture values in Tuong Duong district and the effectiveness of using them in teaching and learning English - The study was going to be conducted at Tuong Duong high school, and class 10C1, 10C2, 10A1 were asked to participate in the study Methods of the study In order to achieve the above- mentioned aim and objectives, the answers to the research questions that are presented below should be found: How does local cultural heritage helps the mountainous students improve their English learning? What are teachers and students’ suggestions for using local cultural heritage to improve students’ English learning? Significance of the study * Theoretical aspect: It is hopefully expected that this study would make a little contribution to help teachers and students realize the essential role of using local cultural heritage in English language teaching * Practical aspect: with the results of the study, it is hoped that teachers and students would make some improvements in the English teaching and learning method The research finding indicated that bringing local culture in English language teaching would build up learner’s cultural knowledge, awareness, and competence II RESEARCH CONTENT PART 1: THEORETICAL AND PRACTICAL BACGROUND Theoretical background 1.1 Basic concepts of culture heritage According to the open encyclopedia Wikipedia: Cultural heritage is the heritage of physical artifacts and intangible attributes of a group or society inherited from previous generations, maintained to the present and for generations to come Cultural heritage includes cultural property (such as buildings, landscapes, monuments, books, works of art, and artifacts), intangible culture (such as folklore, traditions, languages, and knowledge), and natural heritage (including culturally important landscapes and biodiversity) Cultural heritage can be defined as the legacy of physical artifacts (cultural property) and intangible attributes of a group or society inherited from the past Cultural Heritage is a concept which offers a bridge between the past and the future with the application of particular approaches in the present Due to its attached values for these groups or societies, cultural heritage is maintained in the present and bestowed for the benefit of future generations + Characteristics of Vietnam's cultural heritage Vietnam's cultural heritage is the values crystallizing from the cultural creativity of the community of 54 ethnic groups, undergoing a long historical process, being transmitted, inherited and recreated from many generations to the present day Vietnam's cultural heritage is a culturally diverse landscape, a valuable asset of the Vietnamese ethnic community and a part of humanity's cultural heritage Vietnam's cultural heritage plays a great role in building and keeping nation of our people Vietnamese cultural heritage is the creative value of learning, exchanging and inheriting from the cultures and human civilization These values are a smooth combination of the culture and culture of humanity with the long-standing indigenous culture of the Vietnamese people Vietnamese cultural heritage, especially intangible cultural heritage, has a strong vitality, which is being preserved and promoted in the life of the Vietnamese ethnic community + Heritage classification Cultural heritage is divided into two categories: tangible cultural heritage and intangible cultural heritage Tangible cultural heritage refers to physical artifacts produced, maintained, and transmitted intergenerationally in a society All these heritage sites and monuments are here thanks to human creativity and have a global cultural significance It is important to preserve these cultural sites because of their value to local communities Furthermore, and though they are physical objects, they help shape the aspirations, values, and beliefs of a person’s national identity Intangible cultural heritage is practice, representation, expression, knowledge, Intangible cultural heritage is practice, representation, expression, knowledge, or skills, they are considered by UNESCO to be part of a place’s cultural heritage Buildings, historic places, monuments, and artifacts are cultural property Intangible heritage consists of nonphysical intellectual wealth, such as folklore, customs, belieft, traditions, festival, traditional craft smanship, knowledge, and language, Intangible cultural heritage is considered by member states of UNESCO in realation to the tangible World Heritage focusing on intangible aspects of culture 1.2 Meaning and organizational methods of using cultural heritage in teaching and educating in high schools Significance: Cultural heritages, whether in tangible or intangible form, can be used in the teaching process in the form of creating environment, tools or as a source of materials to build teaching and educational content In the form of the tools and teaching equipment, cultural heritage helps students' learning process become more attractive, they are interested in learning and understanding lessons more deeply, developing creative independent thinking, ideological and moral education for them It can be affirmed that heritage is a source of awareness, a valuable visual medium in teaching in particular and education in general The role and significance of using heritage culture in teaching in high school is specifically reflected in the following aspects: * Contribute to promoting and guiding cognitive activities for students * Help students develop learning skills, self-acquire knowledge *Stimulate students' cognitive interest * Develop students’ intelligence * Educate students’ personality *Contribute to the development of a number of life skills in students such as communication skills, active listening skills, ideas presentation skills, cooperation skills, critical thinking skills, responsibility skills, goal skills, time management skills, skills in searching and processing information * Facilitate for teachers and students to organize the activities in a reasonable way Organization method: • Integrating the content of cultural heritages teaching into education subjects in education program • Build plans and organize teaching related to cultural heritages and lead students to learn and exploit other contents of cultural heritages through materials Choose the appropriate form of teaching organization: - Teaching in the classroom or organizing extracurricular activities at the school; - Organizing English club about local culture - Organizing sightseeing – experiencing cultural heritages; - Teaching through media, multimedia - Choose appropriate teaching, testing and evaluation methods in order to promote the positivity and initiative of students in understanding and exploiting the values of cultural heritage - Popularize and guide the usages of heritage documents in teaching in high schools compiled by the Ministry of Education and Training 1.3 Some cultural features of Tuong Duong district - Tuong Duong mountainous district is a poor district in category 30a of Nghe An province consisting of six ethnic groups: Thai, Mong, Kho mu, O Du, Tay Poong and Kinh living together, creating richness and diversity in tangible and intangible cultural life As recognition that the culture is the background of economic development, local authorities have concerned and focused on improving citizens’ mental life standard in the recent years For example, Van temple festival which is hold in the early spring is recovered with the true mean of custom and minority ethnics groups’ satisfactory in spiritual demand In 2006, Van temple was recognized by Nghe An Provincial Committee to be historical- cultural heritage site and Van temple festival has become cultural feature of Tuong Duong district in which local people organize festivals to pray for favorable rain, peaceful life and organize folk games, cultural exchanges to meet and exchange sentiments The ethnic groups live in Tuong Duong still retain typical identities such as the O Du ethnic group with the new year thunder ceremony, the Thai ethnic group with a special wedding ceremony, the Kho Mu ethnic group with the celebration of the new house, the Mong ethnic group with the early spring buffalo fighting… - Recently, authorities have focused on directing 137 villages to organise mass art teams, to revivify ancient wedding custom of Thai group at Chan village, Thach Giam commune, to research and restore the Xang Khan festival of the Thai people in Cha Luan village, Luan Mai commune and the festival of Van temple Cua Rao, Xa Luong commune Simultaneously, they have researched and developed a number of cultural characteristics of the Kho Mu ethnic group, opened crafting classes and instructed the use of a number of ethnic musical instruments, organized classes to popularize the O Du language in Vang Mon village, Nga My commune - Every year, the district cultural department organizes a contest of folk singing, folk dance and folk games to enhance the community's senses of responsibility and passion - The local authority also invests in building traditional houses, collects and stores all kinds of items, musical instruments and costumes of ethnic groups residing in the area Moreover, models of pure ethnic culture villages were built with aims of creating favorable spatial conditions for the preservation of cultural identities of each ethnic group At the same time, the district also advocates to restore and expand a number of traditional crafts such as brocade, knitting in Thach Giam, Xa Luong, Nga My commune Practical background 2.1 The community The process of regional and global integration has resulted in an increasing demand for English language teaching across Vietnam Before the 1990s little attention was paid to the teaching and learning of foreign languages in general and English language in particular At that time, Russian was the dominated foreign language Today, however, the role of English in Vietnam has undergone considerable changes English has rapidly become the most popular foreign language in the country Like in other provinces and big cities there is a strong support for the learning of English in Nghe An province People need English for purposes such as foreign trade or in order to further their study and to gain access to scientific, technical and literary materials Therefore, they learn English at schools, colleges, extra classes, and training centers etc Concerning the status of English in the curriculum, it is taught as one of several foreign languages available to students within the school system However, in practical terms, it may be recognized as the most important foreign language However, it is worth noticing that despite the support and preference paid to English learning, the students’ only aim of studying a foreign language is to pass the University Entrance Exam If they intend to apply for colleges or universities which not require an English exam for admission, they will naturally ignore English In this case they are forced to learn the language just in order to pass the final exam because in fact the students in Nghe An rarely have a chance to communicate with foreigners, which means not having an environment to use the language Moreover, in recent years, secondary school students’ focus has shifted to sciences, natural sciences in particular, rather than a foreign language In short, English language is not easy to learn for students, and many mountainous students lost motivation to learn this language which they felt difficulties Therefore, educators always investigate the best methods for teaching English language for students In ( Johnson, 2002: 25) states that contextual teaching and learning helps students see meaning in the learning of academic material by connecting academic subject with the context of their daily lives including their personal, social, and cultural circumstances In this case, cultural circumstances as part of students’ daily life should be included in the materials or lesson plan in the teaching of English By including local culture in the teaching and learning process, it is expected that students will be aware of their own culture and able to learn English better since they are asked to describe something they know very well 2.2 The teachers Most of the teachers were graduated from Vinh University, or Ha Noi national university No teacher of English in the school has ever been to an English speaking country and few of them have chances to communicate with native speakers All of the teachers are highly motivated because they neither want to be dismissed by the school nor disappoint their students 2.3 The pupils Most of the students are ethnic minorities They come from the remote area of mountainous districts Their living condition is poor The investment in education from their families, therefore, is not good sufficient The factors contributing to the low result are that the basic of lower secondary school is poor, the students’ skills are not good due to regional characteristics, and especially their personal feeling in English is not good, either Most parents are not aware of the importance of English in the current society, so investing time and money in learning English at an early age is not enough This is also the reason why the results of the General Certificate of Secondary Education Examinations are normally low *The reality, the drawbacks of teaching and learning English and local culture heritage in Tuong Duong high school Tuong Duong high school is the place where many children of different ethnic groups such as Thai, H’Mong, Kho Mu, Thai,… Therefore, ethnic minority students still find difficulties in language barrier; many of them pronounce Kinh unclearly, so communication between them is difficult Thus, many students also feel self-deprecating, not confident enough to communicate with students outside the same age Due to the characteristics of students living away from their families, it requires students to be highly independent, but the number of friends who can so is not much Many students also think that because of difficult family circumstances, the path to starting a career later will be difficult, so they only learn to cope, there is no orientation for the future leading to reduced study results That is a concern, also the worries of teachers and students III CONCLUSIONS AND SUGGESTIONS A Conclusions The results of the study supported the views that learning English could not be separated from culture The findings of this study revealed that bringing local culture heritage in English language teaching gave a significant effect on the students' learning achievement The idea of bringing local culture heritage in teaching English has brought the contribution below : The novelty of the topic The project has proposed new and innovative solutions to improve the effectiveness of English learning through local cultural heritage The use of heritage in teaching social sciences in general and English in particular in schools today will contribute to fostering knowledge and practical skills and thereby educating students Cultural heritage is one of the most diverse and lively means of teaching Hidden in the heritage are historical, cultural and scientific values, so it has the ability to have a strong and positive impact on students' personalities Extracurricular learning activities associated with local cultural heritage help students have chance to learn English better The topic meets the views, requirements of teaching method innovation, and assessment inspection by the Ministry of Education and Training Applying the topic into practical teaching in schools will be more effective on the basis of old way Science The topic ensures scientific accuracy The research methods are suitable for the object, logical structure, reasonable, rigorous and in accordance with regulations The content of the topics presented and explained in a coherent way Scientific arguments have a solid and objective basis, the statistics are statistically accurate, and the presentation is systematic Efficiency The topicisclearly presented and easy to apply In the course of my research, I found that embedding heritage into English teaching was remarkably effective The benefits of experiential and extracurricular education are enormous for both learners and teachers * To students: increasing attendance, confidence and significantly improved learning attitudes, Providing opportunities for students to show their strengths and develop their skills, create an English learning environment for students * To teachers: Extracurricular education helps teachers improve profession and collaboration among colleagues as well as opportunities to build good relationships with students Teachers feel more passionate about the profession when building a highly effective extracurricular activity and making their students more interested in the subjects and educational content in the school and also 32 Promote the movement that every teacher is a self- learning, self-creative example in the school B Suggestions From the results of the research, some suggestions were delivered to English language teaching and to the future research As it was proven that local culture gave positive effect on the students' learning achievement, the researchers gave suggestions to English language teachers to bring and include local culture heritage in teaching English 33 REFERENCES Ministry of Education and Training, Training document on using heritage in teaching in schools, Hanoi 2013 Ministry of Education and Training, Training Materials on Teaching and Testing and Evaluation of Learning Outcomes in the Direction of Student Capacity Development, Hanoi 2014 Ministry of Education and Training, Training materials on building skills and organizing creative experience activities in high school, Hanoi 2015 Ministry of Education and Training, General Issues on Reform of Upper Secondary Education in English, Education Publishing House, Hanoi Master program (Issued together with Circular No 32/2018/TT-BGDĐT dated 26/12/2018 of the Minister of Education and Training), Ministry of Education and Training Cultural characteristics and revolutionary traditions of ethnic groups in Tuong Duong-Nghe An, Author's Collection 1995 Website Johnson, 2002: 25 : Contextual Teaching and Learning 34 APPENDIX Appendix 1: Questionnaire Questionnaire about students’ English learning attitude in Tuong Duong High School Please put a tick (√) and fill in the information where necessary Part I Personal Background Information (Please provide some information about you.) - Full name: ……………………………… (If possible) - Class: …………… - Where you live? Town  Mountainous Village  Plain Village  II Students’ motivation Why you learn English? (You can choose or more than reason) a Because I like English, people and culture of the native English country?  b to enter university or college  c because it is a compulsory subject in the syllabus and the final examination  d because my learning result in English is better than in other subjects  2.How you rate your interest in learning English? a.Very low  b.Low  c High  d Very high  How you rate your effort in learning English? a.Very low  b.Low  c High  d Very high  How much time you spend learning English at home on average? a No time  b About 1-2 hours a week  c More than hours a week  How you rate your desire to learn English? a.Very low  b.Low  c High  d Very high  How you rate your attitude for learning English? a.Very low  b.Low  c High  d Very high 35 Appendix CONTENT OF ORGANIZING EXTRACURRICULAR ACTIVITIES AT SCHOOL ACTIVITIES OF TEACHERS AND STUDENTS CONTENT Students performing arts Opening of the contest - Student host - Arts: The West's pride song - Students host the program to introduce exam rules - Teams perform the part of their team - The jury monitors and evaluates for points - Statement of reasons, introduction of delegates, members of the jury and secretary, the content of the chapter submit Exam sections 2.1 Greeting Exam a) Exam rules - Content: The team introduces the player to Participation and the name of the team - Form: Can be introduced by many forms: plays, scenes, rhyme - Time: minutes, if the time is over, rules will be deducted points - Score scale for each team is: 10 points - Student hosts announce the results of the teams b) Teams present their part c) Announcement of the results of the greeting test 2.2 Quick answer test of question packs a) Exam rules - Students host introduce exam rules - Content: Exam answering questions about Vietnam culture (there are three packages of questions A, B, C) Each pack has questions related to general cultural knowledge - Format: quick answering to questions - Time - scale: Each correct answers will get points If the team plays main failed to reply within 10 seconds, the remaining team 36 will win right to answer, correct answer will be plus points respectively b) Teams present their part c) Announcing the results of the theory test teams' submissions b) Teams present their part c) Announcing the results of the theory test teams' submissions 2.3 Presentation competition - Teams perform the competition a Rules Content : About local traditional food, traditional costumes of ethnic people, local customs, traditional crafts, Form: presentation in Powepoint Each team sends representatives to give presentations - The host introduces the competition rules - Time minutes - Scoring scale :30 points - Request : Present the right topic, confidence b Teams present the competition - The jury monitors, evaluates and c Announcement of the results of the scores presentation contest - The host announces the results 2.4 Games for the audience - Game for the audience: You are wise person (answer questions about cultural knowledge) - Students perform the arts - The jury announces the results - Representatives of the organizing committee award prizes to the winning team - Arts: The performance of playing the leaf trumpet Summary and awarding: - Arts: dance performace - Announce the final results - Learn experience from the competition - The organizers learned from the contest 37 Appendix Questionnaire on the urgency and feasibility of proposed solutions TEACHER’S SURVEY FORM In order to contribute to improving the efficiency of English teaching activities at Tuong Duong High School, Tuong Duong district, Nghe An province, please express your opinion on the issues below by checking (X) in the appropriate box (Để góp phần nâng cao hiệu hoạt động dạy tiếng Anh Trường THPT Tương Dương 1, huyện Tương Dương, tỉnh Nghệ An, thầy ( cô) vui l bày tỏ ý kiến vấn đề cách đánh dấu vào thích hợp) Question Please assess the urgency of solutions to use local cultural heritage to improve the effectiveness of teaching and learning English for students in mountainous areas (Thầy/ cô đánh giá tính cấp thiết giải pháp sử dụng di sản văn hóa địa phương để nâng cao hiệu dạy học Tiếng Anh cho học sinh miền núi) Solutions ( giải pháp) Very urgent (rất cấp thiết) Urgent (cấp thiết) Less urgent ( cấp thiết) Not urgent (không cấp thiết ) Using local cultural heritage to improve the effectiveness of teaching and learning English for students in mountainous areas through experiential activities (Sử dụng di sản văn hóa địa phương để nâng cao hiệu dạy học tiếng Anh cho học sinh miền núi thông qua hoạt động trải nghiệm) Using local cultural heritage to improve the effectiveness of teaching and learning English for students in mountainous areas through extracurricular activities at the school (Sử dụng di sản văn hóa địa phương để nâng cao hiệu 38 dạy học tiếng Anh cho học sinh miền núi thông qua hoạt động ngoại khóa trường ) Organization of postteaching assessment (Tổ chức đánh giá sau dạy học) Question Please assess the feasibility of solutions to use local cultural heritage to improve the effectiveness of teaching and learning for students in mountainous areas ( Thầy/ đánh giá tính khả Thi giải pháp sử dụng di sản văn hóa địa phương đển nâng cao hiệu dạy học Tiếng Anh cho học sinh miền núi)? Solutions( giải pháp) Very feasible ( khả thi) Feasible ( khả thi) Less Not feasible feasible ( (khơng khả thi) khả thi) Using local cultural heritage to improve the effectiveness of teaching and learning English for students in mountainous areas through experiential activities(Sử dụng di sản văn hóa địa phương để nâng cao hiệu dạy học tiếng Anh cho học sinh miền núi thông qua hoạt động trải nghiệm) Using local cultural heritage to improve the effectiveness of teaching and learning English for students in mountainous areas through extracurricular activities at the school (Sử dụng di sản văn hóa địa phương để nâng cao hiệu dạy học tiếng Anh cho học sinh miền núi thơng qua hoạt động ngoại khóa trường ) Organization of post-teaching assessment(Tổ chức đánh giá sau giảng dạy 39 Appendix Summary table assessing the urgency of proposed solutions TT Very Less Not Total Average Level urgent Urgent urgent urgent score score Solutions Using local cultural heritage to improve the effectiveness of teaching and learning English for students in mountainous areas through experiential activities Using local cultural heritage to improve the effectiveness of teaching and learning English for students in mountainous areas through extracurricular activities at the school Organization of post3 teaching assessment 10 15 90 3,21 16 95 3,39 14 11 94 3,35 3,31 Average total score 40 Appendix Summary table of opinions assessing the feasibility of proposed solutions TT Very feasible Solutions Using local cultural heritage to improve the effectiveness of teaching and learning English for students in 13 mountainous areas through experiential activities Using local cultural heritage to improve the effectiveness of teaching and learning English for students in mountainous areas through extracurricular activities at the school Less Not feasible Score feasible feasible Average level score 13 1 94 3,35 15 10 95 3,39 12 13 93 3,32 Organization of post-teaching assessment Average total score 3,35 https://docs.google.com/forms/d/1xXA7tzy99LBGs56C9GwmKizfWg HRdNbhpmxxVNIAjz0/edit 41 Appendix The chart shows about on the urgency and feasibility of solution 42 Appendix Photos of extracurricular activities and experience trip Photos of student’s discussion Photo : Teachers in an English extracurricular activity 43 Photo: Mr Phan Văn Đài- Vice principal of school makes speech in extracurricular activities Photo: Students have fieldtrip at Van temple 44 Photo:Students learn about the craft village Photo : Teacher takes photo with students in English extracurricular 45 Photo : Students in an English extracurricular activity at school 46