Transcript Filling the gap - NCE - Nationaal Congres Engels

Workshop Mind the Gap
-an introduction to Academic
English for vwo 6 –
-oorzaak & gevolg:
-www.mindthegap.slo.nl
Aanleiding onderzoek
• Zeven jaar Tweede Fase, een balans
• IOWO – aansluitingsmonitoronderzoeken
• Profielcommissie: Bruggen tussen Natuur
en Maatschappij:
• SLOA-aanvraag LEVENDE TALEN
Of zoals de Spits meldde:
• I hate you all welcome....
Advies Profielcommissies:
• Start aansluitingsprojecten voor het vak
Engels met sectoren in het hoger
onderwijs, waar ontevredenheid over het
beheersingsniveau van de Engelse taal
van de studenten bestaat.
• Verhelder welke onderdelen van de
taalvaardigheid bij de diverse
vervolgopleidingen belangrijk zijn en
speel daar in het voortgezet onderwijs op
in.
Het Europees Referentiekader
Ontwikkelingen in talenonderwijs
• Accent verschuift van taalkennis naar
taalgebruik: van ‘kennen’ naar ‘kunnen’
• Meer taakgericht: Wat moet iemand
kunnen?
Welke kennis is nodig om dat te kunnen?
• Competentiegericht leren:
competentie = kennis + vaardigheid +
attitude
ERK-niveaus VWO leerling eind V6
• B2 Luisteren
• Ik kan een langer betoog
en lezingen begrijpen en
zelfs complexe
redeneringen volgen,
wanneer het onderwerp
redelijk vertrouwd is. Ik
kan de meeste nieuws- en
actualiteitenprogramma’s
op de tv begrijpen. Ik kan
het grootste deel van films
in standaarddialect
begrijpen.
• B2 Lezen
• Ik kan artikelen en
verslagen lezen die
betrekking hebben op
eigentijdse problemen,
waarbij de schrijvers een
bepaalde houding of
standpunt innemen. Ik kan
eigentijds literair proza
begrijpen.
Vervolg ERK-niveaus V6 leerling
• B2 productie (spreken)
• Ik kan duidelijke,
gedetailleerde
beschrijvingen
presenteren over een
breed scala van
onderwerpen die
betrekking hebben op mijn
interessegebied. Ik kan
een standpunt over een
actueel onderwerp
verklaren en de voordelen
en nadelen van diverse
opties uiteenzetten.
• B2 interactie (gesprekken
voeren)
• Ik kan zodanig deelnemen
aan een vloeiend en
spontaan gesprek, dat
normale uitwisseling met
moedertaalsprekers
redelijk mogelijk is. Ik kan
binnen een vertrouwde
context actief deelnemen
aan een discussie en
hierin mijn standpunten
uitleggen en
ondersteunen.
Tot slot: schrijven
• B2 Schrijven
• Ik kan een duidelijke, gedetailleerde tekst
schrijven over een breed scala van onderwerpen
die betrekking hebben op mijn interesses. Ik kan
een opstel of verslag schrijven, informatie
doorgeven of redenen aanvoeren ter
ondersteuning voor of tegen een specifiek
standpunt. Ik kan brieven schrijven waarin ik het
persoonlijk belang van gebeurtenissen en
ervaringen aangeef.
Onderzoeksresultaten focusgroep:
docenten Vu/UvA
•
•
•
•
•
•
B2 goed startniveau in Bachelorfase
B2 moet naar C1 groeien voor Masterfase
informeel taalgebruik studenten in orde
abstractieniveau 1e jaars vaak te laag
schrijfvaardigheid vaak onvoldoende
woordenschat onvoldoende academisch
register
• Universiteiten dragen ook
verantwoordelijkheid door invoering TTO
Aanbevelingen universitair docenten
• meer aandacht voor formele taal op vo
• meer aandacht voor productieve vaardigheden
op vo
• leerlingen laten kennismaken met academische
teksten
• docenten Engels samenwerking laten zoeken bij
andere vakken
• gerichter hulp bieden bij reeds beschikbare tools
on-line voor verwerven academische
vaardigheden in het Engels, ook op de
universiteit zelf
Bevindingen 1e jaars studenten
• Zeer wisselend beeld eigen inschatting ERKniveau, van B1 tot C2 (!)
• met name inschatting schrijven lijkt onjuist
• op school veel aandacht voor grammatica en
lezen
• lage scores op school voor luisteren en
gesprekken voeren
• in Bachelor fase vrijwel alleen Engels lezen
• presenteren & debatteren in het Engels meest
genoemd als onvoldoende vaardigheid
Aanbevelingen 1e jaars studenten
• minder Jip & Janneke taal in vwo
schoolboeken
• in V5, V6 geen brieven schrijven maar
betoog over wetenschappelijk onderwerp
• Engels koppelen aan andere vakken:
geeft realistischer beeld voor studie
• meer lessen lees- en schrijfvaardigheid
• meer oefenen door doen (!)
Peiling IOWO – april 2008
• studenten kennen zichzelf voldoende
capaciteiten toe bij verlaten vwo
(zelfoverschatting?)
• maar: op Universiteit beroep op
leesvaardigheid van andere orde van
grootte
• onvoorziene langere verwerkingstijd
(planningproblematiek)
• specialistisch taalgebruik
V6 klassen pilotscholen: eigen
inschatting
CWC vwo 6 april 2008
schrijven
C2
gesprekken voeren
C1
B2
spreken
B1
A2
lezen
A1
luisteren
0%
20%
40%
60%
80%
Aims: we would like to...
• Increase awareness of academic genres
• Increase skills in reading/writing academic
texts
• Increase level of study skills
• Aim of the presentation:
– dissemination of materials retrievable
from www.mindthegap.slo.nl
Indeling website:
www.mindthegap.slo.nl
•
•
•
•
•
•
Lesmodulen
Materialenbank
Scaffolding
Onderzoek en beleid
Links
Info
Five stages – scaffolding
the process
•
•
•
•
•
step 1: engagement
step 2: building knowledge
step 3: transformation
step 4: presentation
step 5: reflection
Time schedule – a suggestion
•
•
•
•
•
•
•
•
Lesson 1 (approx. 50 minutes) engagement – definition Academic
English/what is each of you going to study + activity 1: genres
Lesson 2 (approx. 50 minutes): engagement rounding off genres + first
dictogloss + INTRODUCTION ESSAY TITLES / orientation on
background info
Lesson 3 (approx 50 minutes): building knowledge text reconstruction +
second dictogloss
Lesson 4 (approx 50 minutes): building knowledge academic word
generator (homework study words) + start joint writing (homework
sentences)
Lesson 5 (approx 50 minutes): check homework + time to discuss
progress on gathering background info essay titles
Lesson 6 (approx 50 minutes) how to use a thesaurus
+ third dictogloss
Lesson 7 (approx. 50 minutes) how to use sources, quotations,
references, bibliography
Lesson 8 – presentation end results / SE – evaluation of various activities
Engagement step 1 – activity 1
(activeren voorkennis aanwezig in de klas)
• what is each of you going to study? If you don’t
know yet, take a study in mind.
• class inventory – table on blackboard see
materialenbank/engagement
(names studies/names students/names
universities/gap year?/ etc.)
• what do you know about the amount of English
used at that university/for that type of study?
• how can you find out, if you have no idea?
Engagement activity 1 variation a:
– without computers
• Explain SE involves writing an academic essay!
• What is ‘’academic’’? what is ‘’academic
English’’?
• brainstorm in class – group work
• possibilities:
• a) definitions on blackboard
b) definitions on roll of wall paper to be stuck to
one wall of the classroom
> build up a WORD BANK during this project or
make a file on www.wrts.nl
• students also take notes –to be kept for the final
stage (reflection).
Engagement activity 1 variation b:
- with computers
• what is ‘Academic English’ ?
• brainstorm in class
• take notes – these must be kept for the
final stage (reflection).
• go to the following website and take the
Sylvia Plath test (second half of the
page):
http://www.courseworks.unimelb.edu.a
u/researchandwriting/academicstyle.p
hp
Samples of definitions
•
•
•
academic (THEORETICAL) Show phonetics
adjective
theoretical and not related to practical effects in real life:
a purely academic argument/question
(retrieved from:
http://dictionary.cambridge.org/define.asp?key=403&dict=CALD )
Definition of academic (adjective)
describing school and university activities; educated; scholastic
(retrieved from: http://www.english-test.net/toefl/vocabulary/words/047/toefldefinitions.php#academic )
Academic English is much more than conversational English. To be successful in
classes that are conducted completely in English, students need to be able to read
large amounts of academic material in English, understand lectures given in
English, think critically about the ideas they have read and heard, and express
their understandings and critiques of ideas through speaking and writing in
English.(retrieved from:
http://www.tuj.ac.jp/newsite/main/app/academic_english.html )
Engagement
activity 2 - focus on genres
begripsvorming
• presenting different genres: pair work
www.mindthegap.slo.nl
materialenbank/engagement activity 2
• give out sample texts a.o. set of written
instructions, (tv) news, lesson fragment,
joke, scientific definition, paragraph from
academic article, etc.
• find out which text is which genre – you
have approx. 10 minutes to do this.
• N.B. different sets per group.
Sample genres – excerpts: complete
sets or fragments available on website
text 1
Amputees can feel relief from phantom limb pain just by watching someone else rub
their hands together, a study says. The treatment appears to fool the brain that it is
their missing hand being massaged, California researchers say. New Scientist
magazine reports that it harnesses nerve cells in the brain which become active
when watching someone else carry out an action. UK experts said this kind of
therapy may help amputees, as long as they can go along with the illusion.
text 2
A schoolteacher asked her primary six class to construct sentences with the words:
defeat, detail, defense.
There was a pause before a pupil raised his hand and said he could make a
sentence with them: "The cow jumped over defense and detail went over defeat."
text 3
“But he has nothing on at all,” said a little child at last. “Good heavens! listen to the
voice of an innocent child,” said the father, and one whispered to the other what the
child had said. “But he has nothing on at all,” cried at last the whole people.
text 4
How To Do It:
1. Take an egg from the fridge and place it in the egg cup in the centre of the table.
2. Switch on the radio or hifi and turn it up to a comfortable volume.
Engagement (activity 2 cont.):
genres and their features
begripsvorming tekstkenmerken
• Make use of the matrix on the following
page/slide
• Which text shows which features?
• N.B. This matrix comes from Scaffolding
language, scaffolding learning, Pauline
Gibbons, (2002), p. 58
type of text
recount
‘what I did at the
weekend’’
narrative
‘Jack and
Beanstalk’’
report
‘Insects’’
procedure
‘how to boil an egg’’
discussion
(one side)
argument
(two sides)
‘should smoking
be banned’
purpose
to tell what
happened
to entertain,
to teach
to give
information
to tell how to do
something
to persuade
others, to take a
position and
justify it
organization
orientation
(tells who, where,
when
series of events
personal
comment/
conclusion
orientation
(tells who,
where, when)
series of
events
problem
resolution
general
statement
characteristics
(e.g. habitat,
appearance,
feeding habits)
may have
subheadings
goal
steps in sequence
personal
statement of
position
arguments
evidence
counter
arguments
conclusion
connectives
to do with time
(first, next, at the
end of the day)
to do with time
(one day, later,
in the end)
not usually
used
first, second, third,
finally
first, second, in
addition,
therefore,
however, on the
other hand
other
language
features
past tense
describing words
past tense,
action verbs
describing
words
dialogue
uses ‘’to be’’,
‘’to have’’
special
vocabulary
uses verbs to give
instructions
may use
persuasive
language
Engagement (activity 1 cont): reporting
back – presenting in English
• Present your pairwork findings to the
class
• appoint spokesman of the group
• appoint time-keeper of the group
• appoint note-taker: writes results on
blackboard
• stick (or add) texts classified as academic
to WORD BANK
Building knowledge activity 1: listening
to academic English and note taking
DICTOGLOSS TECHNIQUE
• Present the class with a dictogloss:
• Read out academic text (fragment of
approx.200 words) three times: first time
– students listen
• second time: students listen and write
down as much as possible
• in pairs of two, students compare and
discuss notes. They try and write a
reconstruction of the text.
Dictogloss technique (activity 1 cont.)
• next in groups of four: repeat the process,
filling in possible gaps.
• read text again for the third time – pairs
have chance to do some repair work
• final result: check reconstructed text with
sample text on overhead.
• reflect on difficult words. Add these to the
WORD BANK or file on www.wrts.nl
Sample dictogloss (easy)
•
•
•
•
•
•
•
Text 1 Dictogloss
What types of primary research can be done?
Many types of primary research exist. This guide is designed to provide you with an
overview of primary research that is often done in writing classes.
Interviews: Interviews are one-on-one or small group question and answer
sessions. Interviews will provide a lot of information from a small number of people
and are useful when you want to get an expert or knowledgeable opinion on a
subject.
Surveys: Surveys are a form of questioning that is more rigid than interviews and
that involve larger groups of people. Surveys will provide a limited amount of
information from a large group of people and are useful when you want to learn what
a larger population thinks.
Observations: Observations involve taking organized notes about occurrences in
the world. Observations provide you insight about specific people, events, or locales
and are useful when you want to learn more about an event without the biased
viewpoint of an interview.
Analysis: Analysis involves collecting data and organizing it in some fashion based
on criteria you develop. They are useful when you want to find some trend or
pattern. A type of analysis would be to record commercials on three major television
networks and analyze gender roles.
Sample dictogloss (medium)
•
Text 2 Dictogloss: quotations
•
What are the differences among quoting, paraphrasing, and summarizing?
•
These three ways of incorporating other writers' work into your own writing differ according to the
closeness of your writing to the source writing.
Quotations must be identical to the original, using a narrow segment of the source. They must
match the source document word for word and must be attributed to the original author.
Paraphrasing involves putting a passage from source material into your own words. A paraphrase
must also be attributed to the original source. Paraphrased material is usually shorter than the
original passage, taking a somewhat broader segment of the source and condensing it slightly.
Summarizing involves putting the main idea(s) into your own words, including only the main
point(s). Once again, it is necessary to attribute summarized ideas to the original source.
Summaries are significantly shorter than the original and take a broad overview of the source
material.
•
•
•
•
Why use quotations, paraphrases, and summaries?
•
•
•
•
•
•
•
Quotations, paraphrases, and summaries serve many purposes. You might use them to . . .
Provide support for claims or add credibility to your writing
Refer to work that leads up to the work you are now doing
Give examples of several points of view on a subject
Call attention to a position that you wish to agree or disagree with
Highlight a particularly striking phrase, sentence, or passage by quoting the original
Distance yourself from the original by quoting it in order to cue readers that the words are not your
own
Expand the breadth or depth of your writing
•
Sample dictogloss (difficult)
•
Text 3
•
Emily L.R. Harrison, and Sherry A. McKee
www.sciencedirect.com/science
Department of Psychiatry, Yale University School of Medicine, New Haven, CT,
United States
•
•
•
Available online 21 November 2007.
Abstract
Binge drinking and non-daily cigarette smoking are behaviors that are both
problematic and prevalent in young adults. Although the relationship between
drinking and daily smoking has been well categorized, the intersection between
drinking and smoking in non-daily smokers has not been heavily researched. Past
30-day and within-episode patterns of alcohol and cigarette use were collected in
young adult non-daily smokers (N = 40). Results demonstrated that 79% of smoking
occurred on drinking days. Alcohol use was significantly greater on smoking days
with the result that drinking to risky binge levels was more likely to occur on a
smoking day. Smoking typically occurred after a certain level of alcohol pre-load
(2.87 drinks). Together these results confirm that young adult non-daily smokers
often concurrently use alcohol and cigarettes. Research is needed to identify
possible mechanisms underlying the association between binge drinking and
cigarette use in this vulnerable population.
Building knowledge (activity 2) – text
reconstruction & adding subheadings
• Give out scrambled fragments of an
academic text (angry partner tore up your
one and only copy of this essential piece
of work...) www.mindthegap.slo.nl
materialenbank/building knowledge
• Ask students to reconstruct the original.
• Could they think of adequate
(sub)headings?
Sample text for text reconstruction
•How to Read an
Academic Article
• by Becky Rosenberg,
Ph.D.
Click on link below and print the
article. Cut up and put pieces in
envelope(s). Make sure to have
enough sets available for your class.
• http://faculty.washington.edu/davidgs/
ReadArticle.html
Building knowledge:activity 2 – the
academic word generator
• Present students with sentences containing
informal English words (underlined) – see
www.mindthegap.slo.nl materialenbank/building
knowledge/the academic word generator
• Ask the class for suggestions to turn these words
into Academic English.
• Write suggestions down on the blackboard,
thinking aloud and explaining why you like
certain suggestions.
• useful website if computers available:
http://www.academicenglishgenerator.com/
Building knowledge:activity 3– joint
construction or cooperative writing
• Present students with complete
sentences in informal English.
(www.mindthegap.slo.nl
materialenbank/building
knowledge/jointwriting)
• Ask the class for suggestions to turn
these sentences into Academic English.
• Write suggestions down on the
blackboard, thinking aloud and explaining
why you like certain suggestions.
• See also suggestions on
www.mindthegap.slo.nl under “Links” for
more material
Sample exercise re-writing sentences
retrieved from http://www.waylink.co.uk/?page=6112
Task:
The sentences below are grammatically accurate but the
style is inappropriate. Re-write these sentences in a more
academic style making any changes you need to.
• The planners reviewed the report and said that it was great.
• It's obvious that the work environment is going to get a lot worse.
• The Chinese economy would like to look after itself, but it's also
affected by things that happen outside the country.
Notes on the Task
• The planners reviewed the report and said that it was very
satisfactory.
• There is evidence to suggest that the work environment is going
to deteriorate.
• The Chinese economy would like to be self-sufficient, but it's also
affected by external factors.
Building knowledge:activity 4 – how to
use a thesaurus
• Present students with the hand-out on
how to use a thesaurus
www.mindthegap.slo.nl
materialenbank/building knowledge/how
to use a thesaurus
• In pairs students study the material and
construct suggestions (synonyms for the
word ‘’good’’)
• Discuss and add good examples to the
Word Bank
Building knowledge activity 5
Tips – references, quotations, footnotes,
bibliography
• give hand-out www.mindthegap.slo.nl
materialenbank/building knowledge/tipsreferences, quotations, footnotes, bibliography
• how to avoid plagiarism: discussion on use of
quotation marks, footnotes and references
• how to refer correctly to used source material:
the bibliography
• homework: to be studied and used in the SE.
Transformation: the essay titles
• Why work upside down? Planning helps...
How to write an essay: see link on
www.mindthegap.slo.nl (transformation)
• The essay titles on the website may serve
as suggestions:
• variations: students may choose a topic
provided academic research is required
• students may choose their
‘’profielwerkstuk’’ as a starting point and
write a summary of their research in
English
Transformation: List of V6 (research) topics
for assignment Academic English
1) C& M
- Subsidizing Art: a Government’s Task?
- The Position of French and German in the Dutch Curriculum
- Breakfast in the Middle Ages
- Can the Royal Family be proud of (all) its ancestors ?
2) E & M
•
Daycare: advantages and disadvantages in the development of a child
•
Inflation back on the economic agenda
•
The importance of public transport
•
The last drop of oil and then...
3) N & G
•
What makes us tick? Our parents' love or their genes?
•
Acne Vulgaris can be prevented through skin hygiene
•
Eating disorders and the media
•
Gender differences in pain perception
4) N & T
•
•
•
•
Radiated food improves our health
Current oil crisis: a blessing in disguise
Benefits from space exploration
The position of nuclear energy seen in the light of rising oil prices
Presentation – step 4 assessment,
using ERK
• for written presentation results
• and spoken presentation results using the
CEFR as a guide-line
• discuss pros and cons – see
www.mindthegap.slo.nl
materialenbank/presentation
• alternatively rubrics may be used as
schools were used to do
Reflection – step 5
• What would you like to remember about
Academic English?
• Why? Write this down somewhere so that
you can later consult your ‘good
intentions’.
• How may you go on developing your
Academic English? see also suggested
websites on www.mindthegap.slo.nl
under ‘’links’’.
www.mindthegap.slo.nl – has even
more to offer....
Any questions?
Please explore the possibilities at home...