Glosas Didacticas
Nº 8, PRIMAVERA 2002

TEACHING PEACE-PROMOTING VOCABULARY: A NEW FRONTIER
Francisco Gomes de Matos
(Universidade Federal de Pernambuco, Brasil)

Ever since proposing the concept of "communicative peace" in 1991 (article: Using English for communicative peace: a pedagogical checklist, published in BRAZ-TESOL Newsletter, September, p.4), I have been probing the issue of teaching a peace-enhancing-promoting vocabulary, especially to teenagers and adults. Recently, under the auspices of Associação Brasil-América (a Binational Center in Recife) I conducted a couple of workshop-like demonstrations for a diversified audience, aimed at sensitizing them to the need for learning how to organize and use English words for peace. One of the outcomes of such experience is another Checklist, this time intended to help TESOLers start systematizing what I call "a humanizing vocabulary". I should clarify that in conducting Workshops, I have been emphasizing "using peace-promoting words in context", that is, in situations suggested by the participants themselves as they interact irenically ("irenic" is an adjective meaning that has to do with peace) in small groups.

To start organizing your teaching of a peace-promoting vocabulary, challenge yourself to:

1) Define/characterize " friendly language", " friendly use of a language", "use of English for peace". On the first concept, see David Crystal and Hilary Crystal's Words on Words. Quotations about Language and Languages (Penguin, 2000). Their section on "friendly language" subsumes words of apology, comfort, gentleness, praise, and tact". On a pioneering lexicographic treatment of the friendly use of English, see W.R. Lee's A Study Dictionary of Social English, published by Pergamon Press, 1993. Among the "social situations" covered: agreeing, approving, hoping, liking, praising, sympathizing. That book is not as well-known (and used...) by teachers and teacher-educators as it should be.

2) Make a list of your (and your students') favorite verbs which can enhance peace. As a source, I recommend Stephen Glazier's Random House Word Menu, published by Random House, 1997 (2nd ed). That creative -- alas, no longer with us -- dictionary-maker provides useful lists dealing with "agreement, applause, approval, encouragement, exaltation, flattery, praise, recognition, respect".

3) Select "positivizers" (a word I coined to express adjectives characterizing positive features in human beings). Significantly, ESL textbooks have started to give some attention to the use of human-dignifying vocabulary. My choice of exemplary contribution in that respect is Donna Price-Machado´s Skills for Success. Working and studying in English. Cambridge University Press, 1998. That American colleague (married to a very talented Brazilian musician) has a Chapter on "Developing a positive attitude" and a section on 'Defining personal strengths', in which almost 100 adjectives are listed for "increasing your self-confidence". Examples: assertive, capable, cheerful, competent, cooperative, efficient, enthusiastic, flexible, hardworking, high-achieving, innovative, knowledgeable, polite, responsible, trustworthy.

4) Select inspiring statements/quotations to be discussed by groups and to be probed (through text production, for instance). Some examples (taken from Crystal and Crystal) are "Kind words are a honeycomb, sweet to the taste, wholesome to the body" (Proverbs 16:24; Jerusalem Bible), "the music that can deepest reach, and cure all ill, is cordial speech" (Ralph Waldo Emerson, 1860, The Conduct of Life), "Good words cost naught" (Portuguese proverb) "A gentle word will make the argument strong" (Welsh proverb).

5) Select key-concepts used in the literature on Peace and Conflict Studies (there are important traditions: Peace Education (over 40 years old), Peace Psychology, and the emerging area of Peace Linguistics. This year, the TESOL organization (U.S.-based) established its own committee on TESOLers for Social Responsibility, devoted to global issues, among which human rights, justice, and peace. Also visit the UNESCO-FIPLV LinguaPax site at: www.linguapax.org.

Among the relevant concepts found in the works of Conflict Resolution researchers are: cooperation (the verb "cooperate" is a must for peaceful relations between/among persons, communities, nations), mediation, negotiation ("constructive negotiation" is a strategic phrase for diplomats and other peace negotiators), reconciliation, trust (self-trust, trust in each other/one another, and institutional trust) and last, but not least, EMPATHY.

This ever-inspiring psychological concept reminds us that, as humanizing teachers of English, we should do our best to use (and help our students to do so, too) English for cross-cultural understanding, for cooperation, for sharing (as for instance, sharing the grief of the American people over the loss of so many precious lives in New York and Washington, D.C.)

6) Activate the powerful vocabulary-improving strategy of "paraphrasing", by teaching different ways of expressing peace-loving attitudes, emotions, and feelings.

7) Evaluate materials (for possible adoption) in terms of their "communicative-peace value". To what extent do current printed and/or on-line materials contribute to helping make peace prevail both in the hearts and actions of all human beings?

May this brief piece be a plea for you to think of yourself as a Peace Patriot, by learning to teach English constructively, and by motivating your students to the vital importance of using that language - and all other languages - in deeply humanizing ways.8) Consider "how our enabling individuals to speak English and pass TOEFL tests enhance world peace and harmony", to quote Claire Kramsch in her timely, inspiring chapter on Intercultural Communication, in the thorough volume The Cambridge Guide to Teaching English to Speakers of Other Languages, edited by Ronald Carter and David Nunan, CUP, 2001, p.206*.May communicative peace be with you and your students!Since there is not as yet a Dictionary of Peace and Related Terms, to have an idea of the conceptual-terminological wealth of that area I would suggest that interested readers take a look at the Index of three current, important books: Peacebuilding for adolescents, edited by Linda Forcey and Ian Harris (New York: Peter Lang, 1999), The Handbook of Conflict Resolution, edited by Morton Deutsch and Peter Coleman (San Francisco: Jossey-Bass, 2000) and Turbulent Peace. The Challenge of Managing International Conflict, edited by Chester Crocker, Fen Hampson, and Pamela Aall ( Washington, D.C., United Institute of Peace Press, 2001).

NOTA DEL EDITOR: Véase en este mismo número de GLOSAS DIDÁCTICAS el artículo del Dr. Gomes de Matos Direitos de aprendizes de línguas: uma lista para auto-avaliação pedagógica, así como la referencia de su último libro Comunicar para o bem.

Francisco Gomes de Matos (fcgm@hotlink.com.br)
(Universidade Federal de Pernambuco, Recife, Brasil)