JoLIE 6/2013

KING HENRY VIII AND HIS LIFE STORY: JIGSAW READING

Nicoleta-Petronela Apostol
Regina Maria Arts High School, Alba Iulia, Romania

Abstract

The article King Henry VIII and His Life Story Jigsaw Reading is aimed at researching
the effects of group learning by means of exchanging information and the implications of
jigsaw reading for the overall language acquisition. The project lesson was applied to a
group of students from the 7th grade being based on gradual pursuit of knowledge about
King Henry VIIIs life in such a manner that the content and language acquisition was the
result of several pieces of a reading puzzle put together. The assessment unfolding during
and at the end of the activity points out an increased interest in the topic and an easier
perception of the learning process expressed by the students in the follow-up questionnaire.
The article also reflects upon the impact exerted on the students by group and individual
work in the jigsaw reading context.

Key words: Jigsaw reading; Group/individual work; Collaboration; Joint results.

1 Introduction

We are living in the era of increased velocity and we seem to have got accustomed
to the fast pace of advancement in a variety of activities at the working place and at
home. Young people cannot avoid getting in touch with this acceleration of time
especially that they are also required to meet certain deadlines at school as well as
adults do at work. In this context there seems to be little time left for reading and,
we suppose, even less interest in this activity that demands constant effort of
interpretation and perception. However, the group chosen for this jigsaw reading
proved exactly the contrary, and we tend to believe they are not the only ones who
contradict the assumption regarding students interest in reading. When informed
about the activity they were more than thrilled and curious to find out new things
about King Henry VIIIs life. Their excitement and involvement made us aware of
the need to approach reading in creative manners so that students feel they can
interact with the written text.
44 Nicoleta APOSTOL

The article is divided into several sections in such a way that it is easy for
the readers to find the steps pursued in the development of the activity. Moreover,
the sections build up a logical construction of the implementation of the jigsaw
reading on class giving shape to an overall representation of the topic tackled.

2 Literature Review

Jigsaw reading has been described as a research-based cooperative learning

technique invented and developed in the early 1970s by Elliot Aronson and his
students at the University of Texas and the University of California.1 Several
studies have pointed out that jigsaw reading encourages students in the learning
process to develop a positive attitude towards reading as well as to expand their
interpersonal skills and enrich their achievements of the language acquisition
(Marmah 2013: 711).
Jigsaw reading fosters cooperative learning and involves all students in the
task achievements, thus, students help each other in building the meaning of the
text they are reading. Each group member is responsible for becoming an "expert"
on one section of the assigned material and then "teaching" it to the other members
of the team Aronson, E. (2000-2008). Furthermore in Hedeen, Davis (1993:147)
states that in small group work and cooperative learning, student learn best when
they are actively involved in the process. Researchers report that, regardless of the
subject matter, student working in small groups tend to learn more of what is
taught and retain it longer than when the same content is presented in other
instructional formats (Hedeen 2003: 325-332).
Some of the benefits of using jigsaw reading in the class include: sharing
and learning of specific content, peer learning in the expert teams and in the home
team, students are actively engaged in teaching each other, the teacher becomes a
facilitator in the classroom, group leaders motivate the other students to complete
their work, increasing students self-esteem and self-confidence, improving
students performance, their attitude towards school and learning, building social
skills, developing a sense of being needed, students focus on integrated skills
(Marmah 2013: 711).
The steps used for Jigsaw reading include the following: defining the group
project on which students will be working, dividing the class into groups of 4-5
students each and assigning a number to each member, giving a topic to each
student in which s/he will become an expert, rearranging students into expert
groups based on their numbers and topics, providing students with the necessary
materials in order to learn about their topics, reassembling the original groups so
that experts can teach what they have learned to the rest of the group, presentations
of their materials in front of the class, all students participating in the assessment
activity (Marmah 2013: 711). The steps mentioned above were adapted throughout

1
https://www.jigsaw.org/index.html#overview
 King Henry VIII and his life story... 45

the activity carried out with the students from the seventh grade so that students
moved gradually from one task to the other.

3. Research Methodology

3.1 Students and setting

The subjects were 16 students, aged 13-14, in the 7th grade, working at an
elementary level of English. The setting was Regina Maria Arts High School,
which is a public school, where students study English for 2 hours per week.

3.2 Background

Students study the textbook Pathway to English: English Scrapbook and this lesson
belongs to unit Fame. Thus, students have got familiar with famous people from
various fields and the things that brought them fame. In the same unit, students
have also dealt with famous places and their specific features, and in this way they
got acquainted with ways of approaching texts about with well-known people,
events and places.
Students will be introduced to the life story of Henry VIII and, in groups,
they will work towards the completion of several tasks meant to help them identify
and relate to the main events from the life of Henry VIII as well as encourage them
to be creative when dealing with words and their meanings.
Students work will be exhibited in the classroom and students will have
the opportunity to observe their classmates manner of interpreting the meanings of
words and of rendering artistic images of words. In this way, students are
encouraged to get familiar with the vocabulary specific to the topic and to become
more confident in using the words in other contexts.
Prior to this lesson, the teacher had explained the purpose of the group
work and the quicker and better results obtained by working in such an
environment.
Students main fields of study are music and fine arts and the lesson
attempts to involve their artistic talents in combining and sharing ideas on the story
dealt with.
The Jigsaw reading activity is carried out over a period of two hours
followed by another 30 minutes of discussion and questionnaire completion
regarding students perception of the teaching-learning process within the context
of the mentioned method.

3.3 Learning objectives/expected results

Students will use specific vocabulary in different contexts (both from the story and
their own).
46 Nicoleta APOSTOL

They will scan the paragraphs (the story is divided into four parts, each
student from a group receiving a different part) in order to find the required
information from the handouts.
After skimming the text students have to write a brief summary of the
part of the story they received.
Students have to answer comprehension questions meant to check their
understanding of the message of different parts of the story.
Students work in groups in order to complete the charts and they share
information while answering questions from the whole story. They also collaborate
in designing an artistic word image that reflects the meaning of the words
approached in relation to each other.
Students are asked to give a name to their group by choosing a common
colour liked by most or all group members.
Throughout the activities students are asked to use English and to
combine their artistic skills with the knowledge gained from the story dealt with.

3.4 Materials and sources

Materials: Teacher-created handouts with specific tasks.

Handout A is built on checking a specific understanding of a part of the
story through various requirements, whereas Handout B is meant to encourage
collaboration between students in order to match the pieces of the jigsaw in such a
way that students are able to relate to the whole story after the completion of tasks.
Handout C is meant to check students overall understanding of the story.
Handout A contains the same type of tasks that are adapted to each of the
four parts of the story as each student from a group has a different segment of the
text. Therefore Handout A is divided into Handout A 1, Handout A 2. Handout A 3
and Handout A 4.
Handout B has the same contents for all groups as it evaluates a general
comprehension of the entire story as well as the students artistic implications in
the interpretation of the story.
Handout C contains tasks related to the entire story thus checking
specific and general understanding of the entire story.
Students need different crayons, paper, pencils / pens, dictionaries (one
for each group).

3.5 Procedures and timing

1. The story of King Henry VIII is divided into four parts, which are to be given to
students.
The teacher brings a cardboard box in which there are numbers from 1 to
4, each number being repeated 4 times as there are 16 students in the classroom.
Students pick a number and then they are seated in such a way that each group
member has a different number. Thus, each group will be formed of students with
the numbers 1, 2, 3 and 4. Four groups of four students are formed.
 King Henry VIII and his life story... 47

After taking their places, the teacher gives all those with number 1 the
specific part of the story, that is, the first part (PART 1). All those with number 2
receive the second part of the story (PART 2) and so on until the last part of the
story. Then students are asked to read the text they received in order to see what it
is about. After the reading, students guess who is the famous character they have
read about.
Approximate time needed: 8 min

2. The tasks on Handout A are explained to students.

Each student receives one handout A according to the number s/he got. All those
with number one get Handout A1, all those with number 2 get Handout A2 and so
on until those with number 4.
After receiving the handouts the teacher explains that they will work individually
and that they have to complete the required tasks. The teacher clarifies the meaning
of some words and gives some details about solving the tasks to those students who
ask for her help.
Approximate time needed 22 min

3. New groups with students having the same number are formed.
All students with number 1 form a new group. All students with number
2 form another group. The same happens with number 3 and 4.
The teacher tells students to share their handouts A with their group
members and to complete where they did not manage to while working
individually. Thus students fill in the missing information from Handout A and
discuss the things that were unclear with the other group members.
The teacher offers support where necessary and gives directions to
students making sure they do not get confused about the requirements by
misreading the tasks.
Approximate time needed: 15 min

4. Students are asked to return to their initial group in which each member had a
different number.
In this initial group, students are asked to talk to each other and find a common
colour that is going to be the name of their group and discuss a little what the
colour means to them and the reasons for choosing it. As a result we got the
following groups: RED group, YELLOW group, BLUE group and GREEN group.
Approximate time needed: 5 min

5. The tasks on Handout B are explained to students.

Each group having now the name of a colour receives Handout B. They
decide who is going to write on the handout and then they put the parts of the story
together along with the individual handouts A and then they collaborate in order to
fill in the information required by the tasks in Handout B.
48 Nicoleta APOSTOL

The teacher helps students remain focused and offers support where
necessary.
While completing the first two tasks from Handout B students exchange
ideas and information regarding the entire story of Henry VIII, whereas, while
working at the third part of the handout students are encouraged to express their
opinions of the entire story through the artistic arrangement of the key words
received. At this point, they combine their understanding of the story with creative
ways of representing it visually by means of words.
Students arranged the key words in various shapes according to the
message they decoded from the story. The images designed by the students
reflected the students awareness of the injustice practiced by King Henry VIII and
their disapproval of such behaviour along with their compassion for the unfortunate
destiny of the kings wives.
Approximate time needed 20 min

6. The teacher checks with the whole class the tasks from Handout B and students
present their groups artistic image giving details about the meanings of the image
in relation to the life story of King Henry VIII.
Students are able to see where they responded correctly and where they
misunderstood the task. Then each group gives an oral presentation of the artistic
image they designed and its meaning in relation to the story dealt with.
Approximate time needed 10 min

7. Students complete Handout C individually as the tasks are meant to check how
much the students managed to understand from the life story of King Henry VIII
through peer learning.
The tasks check the ability to work with details as well as students
ability to relate to the text in a critical way so that they are able to express different
points of view taking into account their previous learning and living experience.
Approximate time needed 20 min

3.6 Learner Feedback/Formative Assessment:

During the group work, the teacher circulates to each group, listens to their
discussion and asks for clarification where she notices that the meaning is not clear.
The teacher encourages students to express their ideas about the manner
of responding to the tasks and to share their views with the purpose of
understanding the message of the story better.
The success of the lesson lies in students ability to present their artistic
image in a convincing manner as well as in the completion of the tasks from
Handout B and C.
Regarding the formative assessment, the teacher takes notes in a record
book about the speaker during the group work and the group presentation. A chart
 King Henry VIII and his life story... 49

with students errors is made for the following lesson giving students to correct
them in groups. Thus, students learn from their peers mistakes.
The teacher checks Handout C and writes any necessary observations so
that students are able to see where they need improvement (vocabulary, grammar,
spelling, word order etc.).
The following class students are given a questionnaire to fill in and they
also discuss their response to the teaching-learning process carried out through
Jigsaw reading. The interpretation of the results of the questionnaire highlights
some of the strong and weak points in learning through Jigsaw reading as
perceived by the actual participants in the teaching-learning process.

4 Findings and Interpretation

The analysis of the results from Handout C has brought evidence for the following
aspects:
- the majority of students were able to write down specific details about the life of
King Henry VIII and his wives. Even though grammatical mistakes were
encountered in the students answers, they identified the correct piece of
information. There were, however, students who failed to find the specific details
required probably due to a misunderstanding of the task.
- most of the students were able to use the given vocabulary in relation to the text.
However grammatical, punctuation and/or spelling mistakes were found in almost
half of the participants work.
- all students identified the theme of the story (the life story of Henry VIII)
- when asked to choose a character they liked, most of them chose Catherine Parr
justifying that she was the one who took care of the king in his last days. They
appreciated her kindness and compassion.
- the adjectives used to describe King Henry VIII included cruel, unfair, unjust,
immoral, bad, evil, heartless, whereas the students view of the kings destiny
suggests the need for some sort of moral or status-related punishment.
-the majority of students highlighted that the kings obsession with having an heir
led him to desperate actions and loss of proper judgment.
-the results of Handout C pointed out a certain ease in dealing with specific and
general ideas from the text as well as students difficulties in rendering their ideas
clearly and grammatically correct.
The analysis of the questionnaire revealed the following features:
- the majority of students described individual/ group work on the handouts as nice,
creative, pleasant, interesting, approachable, fun, easy whereas less that a quarter of
the students perceived them as rather difficult.
- the task that most students considered to be the most difficult of all was that of
writing (individually) the summary of the fragment they received.
- students enjoyed learning from each other and they pointed out that they liked
listening to their peers, working in groups as teams, correcting their speaking
50 Nicoleta APOSTOL

according to what they heard in the group, sharing ideas with the others, explaining
certain tasks several times until they were understood, communicating in English.
- regarding the difficulty encountered in explaining the tasks or how to solve them,
more than half of the students considered it to have had a medium level of
difficulty whereas less than 10% thought it was an easy activity to carry out.
- while listening to the others the students mentioned that they liked most the
presentations and the way their classmates expressed themselves in English
- when asked whether they learnt in an easier way through Jigsaw Reading all
students responded affirmatively expressing their conviction that the method
helped them understand the text better.
- among the things they would always remember in connection to the Jigsaw
Reading most students mentioned the following: the wives of King Henry VIII and
the way they died, some of the vocabulary used, the way they worked in teams,
some of the presentations and the artistic images shown, the message of the story
as a whole.
- all students expressed their wish to study other texts through Jigsaw Reading.
- more than half of the students considered that their contribution within the
Coloured Group was around 50%, whereas about 30% of the students thought their
contribution was around 70% and the rest chose 30%. These figures were meant to
draw the students attention upon the need to get involved to a higher degree while
working in such type of activities as better results are obtained from their
collaboration.

5 Conclusions and Recommendations

The use of Jigsaw reading in the English class led to two sets of conclusions. On
the one hand, we dealt with students perception of the learning technique followed
by its reflection in the task achievements. On the other hand, students revealed
various communication and interaction skills while working in groups.
Jigsaw reading was perceived as a creative and highly engaging
cooperative learning technique whose implications moved beyond the teaching and
learning process and shed light on the effects upon students involvement in
activities and motivation for learning. In addition, reading itself proved to be
challenging and gripping for the students who did not regard it as boring or tiring.
Furthermore, the sheer fact that they did not have access to the complete story
made the entire activity more interesting and appealing as the students were
interested in putting the pieces of the puzzle together in order to reach the full
picture of King Henry VIIIs life story. The level of task achievement brought
evidence of their understanding of the story and highlighted some positive aspects
regarding the peer learning process.
Communication skills made the difference between the results obtained
within the group showing students the importance of working together in order to
 King Henry VIII and his life story... 51

achieve the set goals. Moreover, students abilities to adapt to the group
requirements were decisive in the successful attainment of the tasks.
Jigsaw reading offers a wide range of approaches of the teaching and
learning English in class and used with a certain frequency can improve students
confidence in learning English and their abilities to work in groups. However,
being time consuming, the use of this technique requires repetition before students
are able to adapt more quickly to these working conditions. Nevertheless, the
pluses of using this cooperative learning technique recommend the method for a
regular use.

References

Acim Alaviana, Comiel Ecaterina, Dinu Felicia, Mastacan Loretta, Popovici Ruxandra,
Teodorescu Elena (2002). Pathway to English: English Scrapbook, Students Book, Grade
7, Oxford University Press.

BBC Teaching English, Jigsaw Reading, http://www.teachingenglish.org.uk/article/jigsaw-

reading.

Jigsaw Classroom, web site, http://www.jigsaw.org/overview.htm.

Jigsaw in 10 Easy Steps, http://www.jigsaw.org/steps.htm.

Nation, I.S.P. (2009). Teaching ESL/ EFL Reading and Writing, Routledge, New York and
London.

Silberstein, S. (1994). Techniques and Resources in Teaching Reading, Teaching

techniques in English as second language, Oxford University Press.

Phase 1 Sample Lesson Plan: Teens/Adult Learners; Phase 2 Lesson Plan Sample: Teens/
Adults - Based on a lesson from Segment #2 of Shaping the Way We Teach English,
Module 8 - U. S. Department of State, Office of English Language Programs Bureau of
Educational and Cultural Affairs. (2006). Shaping the way we teach English: Module 8,
authentic material. [Video file]. Retrieved from
http://www.youtube.com/watch?v=8mgwWhWa0Q8.

Marhamah, M. (2013). Jigsaw Cooperative Learning: A Viable Teaching-Learning

Strategy?, in Journal of Educational and Social Research, MCSER Publishing, Rome-Italy,
Vol. 3, No. 7, October 2013, pp. 710-715. Accessed from
http://www.mcser.org/journal/index.php/jesr/article/viewFile/1027/1057.
52 Nicoleta APOSTOL

Annexes

READING HANDOUTS

King Henry VIII and His Life Story

PART 1
In the year 1509, Henry VIII became king of England. He was the son of Henry
VII, a king who was clever with people and careful with money. Unlike his father, Henry
VIII maintained a magnificent court and spent a lot of money on wars, from which England
had little to gain.
Two weeks before he was crowned, Henry married Catherine of Aragon. They
were happy together at first. She was a good wife and she was brave, too. In 1513 while
Henry was fighting a battle in France, James IV, the Scottish king attacked England.
Catherine got an army together and the Scots were defeated. James himself was killed in
the battle. One thing was wrong with Henry and Catherines marriage. Time was passing
and they did not have a son. All their babies, except their daughter, Mary, died a few weeks
after they were born.

PART 2
Henry wanted to divorce Catherine and marry somebody else because he longed
for a son, an heir to the throne of England. As England was a Catholic country, he needed
the consent of the Pope in Rome. But the Pope did not agree to Henrys divorce and this
made him very angry. The king decided to make himself head of the Church of England
and as soon as this happened, he was free to divorce Catherine.
Soon, Henry married a young girl with black eyes and long, flowing hair. Her
name was Anne Boleyn. She gave him a baby, but again it was a daughter, Elizabeth.

PART 3
Henry got tired of Anne and of waiting for a son. He accused her of unfaithfulness
and she was found guilty. In May 1536, Anne was beheaded and only eleven days later, he
married his third wife, Jane Seymour.
Jane was a plain, simple girl but Henry really loved her. She gave him the son he
wanted so much. They called him Edward. Unfortunately, Jane fell ill and died leaving
Henry heartbroken.
For political reasons, three years later, in 1540, Henry married Anne of Cleves.
She was rather ugly and when Henry first saw her, he said I like her not. This was a short
marriage because Henry divorced Anne in the same year.
 King Henry VIII and his life story... 53

PART 4
Three weeks after the divorce, the king married Catherine Howard, a pretty, young
girl. Unfortunately, by this time, Henry had grown old and fat. Catherine did not love the
king, she loved somebody else and it was not difficult for Henry to find out. The result? She
was beheaded in 1542.
Old and sick, Henry needed someone to look after him and in 1543 he met
Catherine Parr and married her. Catherine was good with the kings children and everything
seemed to be all right, but soon Henry died leaving behind his wife and three children.

HANDOUT A-1

1. Look up the following words and make sentences with them:

a. king b.to marry c. marriage

2. Complete the sentences with information from PART 1:

- Henry VIII became king of England in
- Two weeks before he was crowned Henry VIII married
- Henrys wife was . and ...
- Their babies died a few weeks after their birth except .

3. Write the summary of this fragment in 3 lines:

................
.
.
.

4. Answer the question: What was the difference between Henry VII and Henry VIII?

HANDOUT A-2

1. Look up the following words and make sentences with them: a. to divorce b. heir c.
consent

2. Complete the sentences with information from PART 2:

-Henry wanted to divorce Catherine and marry someone else because he
-England was a Catholic country so Henry needed .......................
-When he made himself Head of the Church he ........................
-Anne Boleyn, the woman Henry married soon, gave him ........................

3.Write the summary of this fragment in 3 lines:

.
.

.
54 Nicoleta APOSTOL

4. Answer the questions: How did Henry react to the Popes refusal and how did he feel?

HANDOUT A-3

1. Look up the following words and make sentences with them:

a. beheaded b. unfortunately c. died

2. Complete the sentences with information from the paragraph:

-Henry got tired of ..
-Anne was beheaded in being accused of
-Jane gave Henry a whose name was
-In 1540 Henry married for .but they .
the same year.

3. Write the summary of this fragment in 3 lines:

.
..

..

4. Answer the question: How much did Henry love Jane and how did he feel after her
death?

HANDOUT A-4

1. Look up the following words and make sentences with them:

a. to survive b. to find out c. to look after

2. Complete the sentences with information from the paragraph:

-Henry married Catherine Howard .. after the divorce
-At this point, Henry had grown and and his wife
him.
-she was beheaded in because Henry found out that she
-Henry married Catherine Parr in ..because he ..

3. Write the summary of this fragment in 3 lines

..........

..

...

4. Answer the question: Why didnt Catherine Howard love the king and why was she
killed?
 King Henry VIII and his life story... 55

HANDOUT B
(COLOUR)... GROUP
I. Complete the chart with the words: BEHEADED, DIED, DIVORCED, or
SURVIVED.
Catherine Anne Jane Anne of Catherine Catherine
of Boleyn Seymour Cleves Howard Parr
Aragon

II. Answer the questions.

1. Who was Henry VIII?
..
2. With whom did Henry VIII have a daughter called Mary?
..
3. Why did Henry long for a son?
..
4. How did he manage to divorce Catherine of Aragon?
.
5. Who was Elizabeth?

6. What was Anne Boleyn accused of?

7. Who gave Henry VIII the son he wanted so much?
.
8. Why did Henry VIII marry Anne of Cleves three years after Jane died?
.
.
9. What did the king find out about Catherine Howard?
.
10. How would you describe Henry VIII in 1543?
..
11. What did Henry VIII left behind after his death?
..
12. Why do you think this king was so well known?

III. Use words from the four members of the group in order to create an artistic
word cloud. (an image)
king, marry, marriage, divorce, heir, consent, beheaded, unfortunately, died,
survive, find out, look after.
56 Nicoleta APOSTOL

HANDOUT C

A. Answer the questions:

1. Who was Henry VIII?

2. Who survived the marriage with Henry VIII?

3. How many of Henrys wives were beheaded?

4. Who was Elizabeth?

5. Why was Henry VIII so well known?

B. Use the following words in sentences about the story of Henry VIII.

king, marriage, heir, beheaded, to die, to survive, to look after, to find out.

C. Write your opinion on Henry VIIIs life story. Start in the following way.

I think the story talks about ...

I liked ...because

I didnt like .because..

In my opinion Henry VIII was a .....king and he should have

.

Henrys obsession with having an heir made him ..

............................
 King Henry VIII and his life story... 57

QUESTIONNAIRE KING HENRY VIII

1. How would you describe the individual/ group work on the handouts?
..

2. What did you find difficult in the individual handout?

...

3. What did you learn from your classmates during the group discussions?
...

4. How difficult was it to explain to your group members the tasks/how to solve the tasks?
VERY DIFFICULT DIFFICULT MEDIUM

EASY VERY EASY

5. What did you like most when you listened to the other group members?

6. Did you learn in an easier way through Jigsaw Reading?

YES NO DONT KNOW

7. Name something that you will always remember from this activity.

8. Would you like to study other lesson through this method?

YES NO

9. How much was your contribution to the overall completion of Handout B (colour
group)?
30% 50% 70% 100%
160 Notes on contributors

Nicoleta Petronela Apostol graduated from the MA programme in Cross-cultural

and Cross-literary Studies Romanian-British and Romanian-American in the
Twentieth Century, in 2008, at 1 Decembrie 1918 University of Alba Iulia, with
the paper Reflections on Art with Aldous Huxley and A. E. Baconsky. She received
her Ph.D. degree in Philology with the thesis entitled Reading the Self / the Other:
Aldous Huxley and Ethical Criticism, whose main focus was that of interpreting
some of Aldous Huxleys novels from the perspective of ethical criticism. (Babe-
Bolyai University, 2008-2012)
She teaches English at Regina Maria Arts High School in Alba Iulia. From this
position she is taking part in a bilateral Comenius project (2012-2014) entitled
Train Ticket to Europe. Language Awareness through Visual Arts in which
students from two schools, Regina Maria Arts High School, Alba Iulia, Romania
and Daugavpils 12. Vidusskola, Daugavpils, Latvia, work together in various
project activities, learn the partners language (at a beginner level) and get
acquainted with another culture, different/ similar traditions interacting and
exchanging ideas in the land of the visual arts. Her research interests pursue
teaching and learning English in the challenging contemporary social contexts as
they unfold on the school stage where she teaches.

Gabriel BARBULET
Assistant Professor
1 Decembrie 1918 University of Alba Iulia
N. Iorga Str., no.11-13
510009 Alba Iulia, Alba
Tel.: +40-0258-811412 / Fax: +40-0258-806260
Email address: gabriel.barbulet@gmail.com
Dr Gabriel Brbulets activity spans three major research fields: semantics,
pragmatics and sociolinguistics. Several of his publications include sociolinguistic
approaches to topics related to the usage of slang in various socio-cultural contexts,
slang in everyday language, slang in movies, slang in prison movies. His most
recent are focused on these domains. Among his most recent articles we mention:
Approaching slang through style, Movie talk: Slang and Conversational Analysis
in Prison Movies, Why do people use slang. He is currently Head of the Philology
Department at the Faculty of History and Pilology.

Antonio V. BENTO
Assistant Professor
University of Madeira, Portugal
Caminho da Penteada 9000 - 390 Funchal
Tel.: 351 291 705 206
Email address: bento@uma.pt
Antonio Bento is Assistant Professor at the University of Madeira, Department of
Educational Sciences, teaching Educational and School Management. He is
academic coordinator of Comparative Education, Management of Educational
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