Linguistics and EFL teacher education: Issues and Answers
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Transcript Linguistics and EFL teacher education: Issues and Answers
XV Encuentro de SONAPLES
Sociedad Nacional de Profesores de Lenguas Extranjeras en la
Enseñanza Superior
Universidad Católica de la Santísima Concepción, Chile
Enero 2006
El rol del profesor de lenguas
extranjeras en el siglo XXI: nuevos
enfoques, formación docente y redes de
profesores
Linguistics
and EFL teacher education:
Issues and Answers
M. Karen Jogan, Ph.D.
[email protected]
Standards
Standards for Education Programs
Pennsylvania Department of Education
NCATE
INTASC
National Council for Accreditation of Teacher Education
Interstate New Teacher Assessment and Support
Consortium
ISTE
International Society for Technology in Education
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Standards
Standards for Teachers of Foreign
Languages (skills, content)
American Council on the Teaching of Foreign
Languages (ACTFL)
State Departments of Education
Often require content tests from Educational Testing
Service
May require skills tests from ACTFL
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Curriculum in Foreign Language
Teacher Preparation –
Separate Components
Education &
Psychology
Content in FL
Language
Literature, Culture, etc.
Methodology of
Teaching FL
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Curriculum in Foreign Language
Teacher Preparation:
Integrated Components
Methodology of
Teaching FL
Education &
Psychology
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Content in FL
Language,
Literature, Culture
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The challenge..
How can we all row in the same direction?
How can we all work toward meeting the same
goal(s)?
How can our teacher education programs
demonstrate that preservice teachers are
meeting program goals?
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Knowledge vs. Performance
Awareness
Application
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Evidence that program goals are met
Products created by preservice teachers
Performance of preservice teachers
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What about Linguistics?
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Issues…
Why study linguistics?
How can resistance to linguistics be addressed?
How can linguistics be integrated into EFL
teacher preparation?
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Issues…
How can knowledge from linguistics inform
teaching?
Awareness vs. Application
What can EFL preservice teachers produce
to demonstrate that they can apply linguistics
principles to their teaching?
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Gaps in preparation?
Resistance?
Lack of connection with other courses in the
program?
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How can resistance be addressed?
Provide future teachers with linguistics
concepts
Provide future teachers with opportunities to
create tools to use in the classroom
(activities, lesson plans)
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Moving from Awareness to Application
Awareness
Which tasks raise preservice teachers´ awareness
of language?
Application
Which tasks allow preservice teachers to apply
linguistic concepts and to develop teaching and
assessment materials for their own classrooms?
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Application
What can the preservice teacher DO with
knowledge of linguistics?
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Linguistics… Awareness and Application
Phonetics and Phonology
Morphnology
Syntax
Semantics
L1 and L2 acquisition
Dialectology
History of Language
Orthography
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Phonetics and Phonolgy
Awareness
Listen to EFL student´s pronunciation. Categorize
patterns.
Application
Create assessment tool to elicit and evaluate
pronunciation of EFL students. Develop exercises
to teach phonemes and allophones.
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Phonetics and Phonology
Awareness
Review a written dictation of an ESL student.
Categorize errors and patterns in the dictation.
Does L1 account for any errors?
Application
Prepare an activity to help students contrast
sounds in L2 and L1.
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Morphology
Awareness
Collect words in content areas. Analyze by
category of word creation.
Application
Create a vocabulary building game using roots,
prefixes, suffixes.
Create a vocabulary building activity
Adjective adverb
Verb noun, etc.
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Morphophonemics
Awareness
Listen to an audio clip. List plural nouns. Listen
again, and transcribe plural markers. Write a rule
to explain when you hear [s] [z]
Application
Create a mini-lesson to help English students
practice plurals. Practice the rule with a student.
Reflect on your results.
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Morphophonemics
[s]
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[z]
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Syntax
Awareness
Analyze an ESL student´s speech for syntactic
errors.
Application
Using a book such as Celce-Murcia´s ESL
Gramar Book, identify a structure appropriate for
instruction with this learner. Create a lesson for
the learner.
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Semantics
Awareness
The chicken was too hot to eat…
Identify sentences with structural ambiguities
(deep vs. surface structure)
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Semantics
Awareness
Analyze jokes or cartoons from The New Yorker
for sources of semantic humor.
Application
Create a class activity for students to illustrate the
literal and figurative meaning of idioms.
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Up a creek without a paddle
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Semantics
Awareness
Identify semantic errors in EFL student writing
sample.
Application
Create a graphic mapping activity for students to
brainstrorm vocabulary for assignments.
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Awareness
Given a text, identify true, partial, and false cognates.
Application
Create a reading activity from a news article that
focuses on cognates
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Pragmatics
Awareness
Provide an audio or video clip in which students
can identify language functions (persuade,
complain, greet, etc.)
Application
Create a role play for students to act out functions
in a context.
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Pragmatics
Awareness
Analyze a video clip of an EFL lesson for
organization, feedback, signals for transitions.
Application
Present an English lesson, with focus on
classroom language for organization, feedback,
signals for transitions.
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L1 Acquisition
Awareness
Record a child´s speech in L1. What patterns
characterize this child´s speech?
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L2 Acquisition
Awareness
When you studied L2, was the method consistent
with a learning view or an acquisition view?
Explain.
Application
Identify lessons that promote acquisition of
language.
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History of English language
Awareness
In written passage, identify words that have
undergone sound change but that retain spelling.
Use an English-English dictionary to study words
and their etymology.
Application
Develop a lesson to integrate cultural heritage as
evidenced in words borrowed into English.
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Dialectology
Awareness
Listen to a recording of Robert Frost reading a
poem. What patterns are in his dialect?
Read a short text from Mark Twain to recognize
“eye” dialect
Compare sound patterns in US and UK dialects.
Application
Create a mini-lesson to describe patterns in a
spoken or written dialect.
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Orthography
Awareness
What words are spelled alike that share meaning?
What pairs that share meaning differ in
pronunciation?
Sign/ signature
Bomb/ bombard
Examine texts published in the US and the UK.
Compile a list of spelling differences noted.
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Orthography
Application
Debate pro and con:
The English spelling system should change
to a system that reflects sound-symbol
correspondence.
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Integrative projects
Application
Select a content text in spoken or written English
to be used by EFL students
Analyze the linguistic features that make it difficult
Create supplementary materials to assist student in
comprehending text (margin notes, glosses, minilessons for grammatical structures)
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Integrative projects
Application
Select a chapter in an EFL coursebook.
Consider aspects studied in Linguistics.
How are these reflected in the instructional materials?
Write lesson plan(s) to enhance the presentation of one
or more of the areas presented in the chapter.
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The Thinker: Awareness
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Benjamin Franklin: Application
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References
Adger, C., C. Snow & D. Christian (eds). (2002). What teachers
need to know about language. McHenry, Ill. Delta (CAL).
Andrews, L. (2001). Linguistics for L2 teachers. Mahway NJ:
Lawrence Erlbaum Associates.
Celce-Murcia, M. & Diane Larsen-Freeman. (1999). The grammar
book: an ESL/EFL teacher’s course, 2nd ed. Boston: Heinle &
Heinle.
Ellis, Rod (2003). Task based language learning and teaching.
Oxford: Oxford University Press.
Freeman, D. & Y. Freeman (2005). Essential Linguistics: what you
need to know to teach. Portsmouth, NH: Heinemann.
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Hatch, E. & C. Brown (1995). Vocabulary, semantics, and language
education. Cambridge: Cambridge University Press.
McCarthy, M. (2001). Issues in applied linguistics. Cambridge:
Cambridge University Press.
Micheau, C. & D. Godfrey (2005). Lighting a linguistic fire for
teachers. Presentation, TESOL International, San Antonio Texas
Morris, L. (2003). Linguistic knowledge, metalinguistic
knowledge and academic success in a language teacher
education programme. Language awareness 12: 109-123.
Swan, M. & B. Smith (eds) (2001). Learner English: a teacher’s
guide to interference and other problems, 2nd ed. Cambridge:
Cambridge University Press.
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