Transcript ENRICHED FOREIGN LANGUAGE LEARNING PROJECT

ENRICHED FOREIGN LANGUAGE LEARNING PROJECT
Enriched Foreign Language
Learning (EFLL):
Presentation of the project
Foreign Teachers’ Meeting , Ljubljana, July 2, 2010
Katja Pavlič Škerjanc , [email protected]
Operacijo delno financira Evropska unija iz Evropskega socialnega sklada ter Ministrstvo za šolstvo in šport. Operacija se izvaja v okviru
Operativnega programa razvoja človeških virov v obdobju 2007-2013, razvojne prioritete: Razvoj človeških virov in vseživljenjsko učenje;
prednostne usmeritve: Izboljšanje kakovosti in učinkovitosti sistemov izobraževanja in usposabljanja.
European Structural Funds
Ministry of Education and Sport of the Republic of Slovenia
COMMUNICATION IN FOREIGN LANGUAGES
1.4.2008 – 31.8.2010
Katja Pavlič Škerjanc
Foreign teachers’
integration into the
school curriculum as an
innovative approach to
foreign language teaching
Implementing early
foreign language learning
and intercultural
awareness into the first
cycle of primary school
Katja Pavlič Škerjanc
mag. Katica Pevec Samec
EUROPEAN STRUCTURAL FUNDS
(European Social Fund, European Regional Development Fund …) …)
National Development Programme 2007-13
Operational Programme for Human Resources Development 07-13
Ministry of Education and Sport of the Republic of Slovenia
ENRICHED FOREIGN LANGUAGE LEARNING
1.9.2010 – 31.8.2012
Katja Pavlič Škerjanc
Ministry of Education
and Sport
STRATEGIC LEVEL
National Education
Institute
TACTICAL LEVEL
Schools
OPERATIONAL LEVEL
→ concepts
(“white books),
development strategies
(strategic papers),
legislation aand funding
→ frameworks and
guidelines,
monitoring implementation.
in-service training
→ piloting (PLANNING and
implementation), evaluating
and upgrading suggested
solutions (REPORTS),
dissemination of results
(GOOD PRACTICE)
ENRICHED FOREIGN
LANGUAGE LEARNING
foreign teachers’
integration into
the school
curriculum as an
innovative
approach to
foreign language
teaching
“FOREIGN TEACHERS” PROJECT
KEY CONCEPTS
SCHOOL DEVELOPMENT – Research projects
Dissemination of results (school & national level)
• Intercultural
(communicative)
competence
• Authenticity of
– learning goals and
objectives,
– learning situations,
– assessment
• Language across the
curriculum (content-based
language learning, discipline
literacy development)
• School curriculum (planning
– implementation – monitoring –
evaluation- dissemination)
• Integrative curriculum
(cross-curricular connections –
intra- and interdisciplinary
cooperation)
• Cooperative/Collaborative
teaching
– Team teaching
• Project approach (to teaching
and learning)
“FOREIGN TEACHERS” PROJECT:
ADDED VALUE?
• Collaborative -team teaching in multicultural intercultural teams
• New approaches to foreign language teaching
and learning
• Project approach to innovation – action
research (professional development)
NATIONAL PROJECT TEAM (NPT)
Project manager
core NPT, extended NPT, enlarged NPT
SPT leaders and
FL coordinators
Working Groups (WG)

School Project Teams (SPT)
PROJECT
STRUCTURE
External
◄collaborators
• Slovene and
foreign teachers
• academic experts
◄Foreign teachers
members of WGs
Personal choice 
Work obligation 
◄Foreign teachers
members of SPTs
School
project
teams
Project team
leaders
and
Foreign
language
coordinators
The NEI
project team
DRIVERS OF CHANGE
PROJECT STRUCTURE
• National Project Team (NPT)
– core NPT (Katja Pavlič Škerjanc, project manager – NEI, Maja
Celestina, NEI; Barbara Gregorič – financial matters, NEI; Domen
Petelin – legal matters, NEI; Bronka Straus, MES)
– extended NPT (core NPT + NEI foreign language advisers)
– enlarged NPT (extended NPT + school project team leaders +
school FL coordinators + selected foreign teachers/one per
language)
• School Project Teams (SPT) (3 – 5 members)
– Project team leader
– Foreign language coordinator
– Foreign teacher
– Other teachers according to the school project goals
“FOREIGN TEACHERS”
Aims and goals of the project
• upgrading the quality of foreign language teaching in
Slovenia by innovative approaches, based on
– an enhanced authenticity of learning situations
(communication with a native speaker of the target language or a
non-native speaker with a FL1 otherthan Slovene and using the
target language as a lingua franca)
and
– cooperative teaching in multicultural teams
(Slovene & foreign teachers of foreign languages, Slovene
teachers of non-language subjects & foreign teachers of foreign
languages);
• developing a systemic approach to foreign teachers
inclusion into the Slovene educational system piloting alternative organizational options
ADDED
VALUE?
Collaborative
-team
teaching in
multicultural intercultural
teams
• Bringing together native and
non-native (Slovene) teachers
of target languages ( combining
the advantages and disadvantages of
the emic and the etic perspective into a
complementary blend of both, with the
native teacher contributing “the insider’s
understanding and fluency” and the
Slovene teacher sharing the cognitive
structure with the students …)
• Bringing together non-native
teachers of target languages
from different cultural
backgrounds ( developing cultural
multiperspectivism, intercultural
sensitivity, intercultural awareness,
intercultural competence of both
teachers and students)
FOREIGN TEACHER: ROLE AND TASKS
• The foreign teacher is an autonomous, independent
expert, expected to contribute creatively and innovatively
to the quality of foreign language teaching and the school
development project.
• He/She is non only an ambassador of the culture he/she
comes from but also an active promoter of multiculturality
and interculturality.
• He/She (co)-teaches in all parts of the curriculum:
– core and elective (80% of the direct instruction/teaching
workload),
– optional (up to 10 % of the teaching workload) and
– extra-curricular activities (up to 10 % of the teaching
workload).
Like Slovene teachers, foreign teachers will be required to be available
for work at all times when the school is open and at other such times
as the principal/headteacher or governing body may reasonably
direct.
“FOREIGN” TEACHERS?
• Native speaker vs.
TEACHER ?
– foreign language
teacher OR
– subject teacher with
a FL teaching
certificate?
• Monocultural vs.
intercultural
teacher?
• Target language =
– first (mother)
tongue?
– second language
(bilingual – bicultural
speakers)?
– foreign language
(but with a
first/second
language and culture
other than Slovene)?
QUALIFICATION REQUIREMENTS –
PROFESSIONAL COMPETENCES?
TASKS
foreign teacher
COMPETENCES
foreign teacher
ADDED
VALUE?
Collaborative
-team
teaching in
multicultural intercultural
teams
•
Investigating/researching and
developing collaborative
skills of both teachers and
students 
1. idea sharing (procedures, protocol
…)
2. discussion groups
3. peer observation
4. joint teaching & learning activities
5. teacher exchanges
6. team teaching
• type B team teaching
(rotational)
• type A team teaching
(interactive)
• Investigating/researching and
developing team teaching
skills
COLLABORATIVE TEACHING
INTRA- AND INTER-DISCIPLINARY
COLLABORATIVE TEACHING
Teachers cooperate and collaborate:
• to increase the authenticity of learning
through interdisciplinary teaching and
curriculum integration
• to fight knowledge obsolescence and share
the burden of keeping up with the knowledge
explosion
• to ensure/provide continuous professional
development through peer learning
team work
other
other
other
collaborative
teaching
TEAM
TEACHING
team
teaching
type B
team
teaching
type A
(rotational)
(interactive)
other
other
INTERACTIVE TEAM TEACHING
TT
In the same classroom
PARALLEL
SEQUENTIAL
SAME
ACTIVITIES
collaborative
(= dialogue)
In separate cl.
PARALLEL
parallel
alternating
(students rotate from
one teacher to another)
DIFFERENT
ACTIVITIES
traditional
(interdependent
activities)
diferentiated
supportive
complementary
(one teaches, one
observes)
(connected, but
independent activites)
Hour distribution and components of an
average weekly FT’s teaching workload
15 (16) hours
+
5 (6) hours
TT
ST
team teaching
single teaching
interactive team teaching +
guest teaching:
positive interdependence
independence
on the basis of collaborative teaching
together
apart
whole class
principle
division of
students into two
sub-groups
individual
compulsory
(small group)
elective
work with
activities
students
(OIV)
0 – 3 hours
0 – 2 hours
extracurricular
activities
0 – 2 hours
The DO’s and DON’Ts of teaming
• teams as permanent as possible
• not more than 3 co-teachers within the same period of
time (month/week)
• no one-lesson partnerships(except in guest teaching)
• core and additional teams
Core teams:
Additional teams
• as permanent as
• less permanent
possible
• flexible depending
• small number of
on the current issues
partnerships
and needs
Forms
• organisedof
on acollaboration:
• organised on a unit
yearly principle
principle (anywhere
from 3 lessons
upwards)
Guest teaching
• FT should not be
forced to do
subjects/topics she/he
is not comfortable
doing
• could be in a form of
substitute teaching but
preplanned
ADDED
VALUE?
New
approaches
to FL teaching
and learning
• Communication in foreign
languages as a key competence
and cross-curricular goal (
investigating and developing ways and
means of curriculum integration)
• Developing intercultural
competence
• in foreign languages
• as a cross-curricular goal
• Innovative Fl teaching 
– F)LAC = (Foreign) Language Across
the Curriculum / LANGUAGE IN
OTHER SUBJECTS
– CBLL Content-Based Language
Learning (cf. CLIL)
– Language sensitive content learning
– Discipline / Academic literacy
development
– A new role of the mother tongue in
FLL: from monolingual to bilingual appr.
Gimnazija Modernisation:
CURRICULAR ENRICHMENTS
INTEGRATIVE CURRICULUM - CURRICULAR
CONNECTIONS
•
•
•
•
•
monodiscuplinary and pluridisciplinary
intradisciplinary and interdisciplinary
multidisciplinary and interdisciplinary
partial and cross-curricular
vertical and horizontal
▼
• intercultural competence as a cross-curricular goal
▼
• media literacy - film literacy as a cross-curricular goal
INNOVATIVE APPROACHES TO FOREIGN
LANGUAGE TEACHING AND LEARNING
• Developing intercultural
• (F)LAC = (Foreign)
competence
Language Across the
– in foreign languages
Curriculum LANGUAGES
IN OTHER SUBJECTS
– as a cross-curricular goal
• CBLL Content-Based
Language Learning (cf.
CLIL)
• Language sensitive
content learning
• Discipline / Academic
literacy development
• A new role of the mother
tongue: from monolingual to
bilingual approach
• Collaborative/Team
teaching
– intradiscipliary teams
– interdisciplinary teams
– intercultural teams
ADDED
VALUE?
Project
approach to
innovation –
action
research
(professional
development)
•
Schools had to apply with a
research project proposal
(investigating a research question
relevant for the national project)
•
Reflective practice, schools as
learning communities ( looking
for the answer to the research questiion
by investigating their own practice)
With a development (ie. research)
project, a school
• introduces change(s)
• into the usual (ie. everyday,
established) teaching and learning
process(es)
• in a planned and systematic way
• to raise - directly or indirectly - the
quality of student learning and
outcomes.
goals and objectives of
a development project
(teacher) activities
►processes
quality of processes?
quality indicators, criteria, benchmarks?
outputs and outcomes
►products
quality of products?
quality indicators, criteria, benchmarks?
Change and Different Roles of Teachers
Teachers participating in
development projects are
expected to assume
different roles:
•
•
•
•
•
•
teachers,
change agents,
course designers,
materials providers,
researchers,
evaluators.
• Teachers as
REFLECTIVE
PRACTITIONERS
• Schools as
LEARNING
ORGANISATIONS
Initiating a research project:
PRE-PLANNING STEPS
Research area/topic
• Research goal
– Research
QUESTION
• Expected
outputs and
outcomes
– Quality
indicators
SCHOOL RESEARCH PROJECTS
RESEARCH
AREAS /TOPICS
GOALS (ie. sample goals)
COLLABORATIVE –
TEAM TEACHING
1. Implementing interactive team teaching
2. Activating inter-class and inter-school
teacher exchanges
3. Developing collaborative school culture
through planned and structures
implementation of collaborative teaching
INTERCULTURAL
COMPETENCE
1. Developing intercultural awareness and
intercultural sensitivity in teachers as an
instruction prerequisite
INNOVATIVE
APPROACHES TO
FLT AND FLL
1. Reading across the curriculum:
Developing reading skills in FL
2. Creative reading and creative writing in FL
3. Developing discipline/academic literacy in
foreign languages
ENRICHED FOREIGN
LANGUAGE LEARNING
foreign teachers’
integration into
the school
curriculum as an
innovative
approach to
foreign language
teaching
FOREIGN TEACHERS
IN SLOVENE SCHOOLS (2010/11 )
Who to approach?
• Zavod RS za šolstvo
(Katja Pavlič Škerjanc,
project manager)
Organizational Framework?
• ENRICHED FOREIGN
LANGUAGE LEARNING
Project ( OUTJ / EFLL):
 Foreign language
teachers (European funds)
 German DSD teachers
(European funds)
 European Classes foreign
teachers
(national funds – to be gradually
integrated into EFLL project)
ENRICHED FOREIGN LANGUAGE
LEARNING PROJECT
• The second phase of the project introduces school
status diversification:
– Home Schools,
– Partner Schools and
– Satellite Schools.
• Although only the Home Schools will employ the foreign
teachers, 20% of their teaching duties will be in either
Partner and/or Satellite schools.
• This system ensures that those schools which do not
employ a foreign teacher will also have at least partial
access to enriched foreign language teaching (under
specific conditions and on a basis of negotiation – NB
choice and voice vs. choice only).
ENRICHED FOREIGN LANGUAGE
LEARNING PROJECT
• Although FOREIGN TEACHERS will be
– employed by one school (the so-called Home
School),
– only 80% of the teachers duties will be carried out at
this school.
• One of the basic goals of the 2nd phase of the project is
to ensure equity of access to the ‘added value’ that a
foreign teacher brings to foreign language learning.
ENRICHED FOREIGN LANGUAGE
LEARNING PROJECT
Types of schools / Participation staus:
Home School (HS)
Partner School (PS)
Satellite School (SatS)
Zagotavljanje pravičnosti
oz. enakosti dostopnosti
i.e EQUITY OF ACCESS
Partner
School
Satellite
School
Satellite
School
HOME
SCHOOL
Satellite
School
Satellite
School
Satellite
School
FOREIGN TEACHER’S WORKLOAD
HOME SCHOOL: 80% (down to 60%)
Partner school:
20%
Satellite schools: up to 20%
(local centres up to 3, regional centres up to 5)
FOREIGN TEACHER’S WORKLOAD
HOME SCHOOL 
joint planning of the workload (FT and
other Project Team members )
Partner school 
negotiates the content, forms and
time schedule of the workload
with the FT and the home school
Satellite schools 
choose from the FT’s offer
(designed according to the national
project’s framework and guidelines)
Matična šola (MŠ) – HOME SCHOOL (HS)
• Matična šola je tista, ki zaposli tujega učitelja – število
matičnih šol bo torej praviloma enako številu TU + NPU
oz. ne večje od tega števila (tj. 20 + 6 = 26)
• Vsak TU/NPU bo učil več kot na eni šoli (glej Navodila in
priporočila za določitev učne obveznosti TU/NPU)
• Matične šole bodo regijski ali lokalni centri za OUTJ (=
obogateno učenje tujih jezikov).
• Regijski center bo zaposlil več kot 1 TU (vključno z
NPU), vendar v tem obdobju ne več kot 3.
• Lokalni center bo zaposlil 1 TU (vključno z NPU).
• Matična šola ima lahko toliko partnerskih šol, kolikor ima
TU (vključno z NPU) – oz. za vsak TJ 1 partnersko šolo.
• Matična šola ima lahko več satelitskih šol, vendar regijski
center ne več kot 5 na TJ/TU (vključno z NPU), lokalni
center pa ne več kot 3 na TJ/TU (vključno z NPU).
Partnerska PŠ
Satelitska (SatŠ)
Matična šola (MŠ)
Partnerska (PŠ) – PARTNER SCHOOL (PS)
• Partnerska šola (lat. partionarius - iz partitio /raz/delitev –
družabnik, sodelavec, kdor s kom nekaj deli, npr. delo,
stanovanje …) ima lahko:
• tujega učitelja (TU) največ v obsegu 20% njegove učne
obveznosti oz. 1 dan v tednu (po vnaprej in praviloma za
vse leto določeni vsebini učne obveznosti).
• nemškega programskega učitelja (NPU) pa v obsegu,
skladnem z obsegom organiziranih priprav na nemško
jezikovno diplomo na obeh šolah oz. na vsaki šoli (lahko
med letom variira, če se spremeni obseg pouka).
• Med partnersko in matično šolo obstajajo - poleg
TU/NPU - še druge vezi in dokazljiva kultura sodelovanja.
• Partnerske šole so v istem kraju kot matične ali pa v njegovi
neposredni bližini oz. v razdalji, ki je “obvladljiva” s sredstvi
javnega prometa.
Satelitska (SatŠ)
Matična šola (MŠ)
Partnerska PŠ
Satelitska (SatŠ) – SATELLITE SCHOOL
(sATs)
• Satelitska šola ima TU (po dogovoru znotraj nacionalnega
projekta tudi NPU) v ciljno, vsebinsko, časovno in
izvedbeno omejenem obsegu, za katerega se satelitska
šola z matično dogovori, vendar v okviru vnaprej
določene ponudbe TU/NPU oz. matične šole.
• Satelitska šola (lat. satelles, satellitis spremljevalec,
sopotnik) je vezana na matično šolo preko TU/NPU,
vendar obstaja med njima tudi še kak drug za razvoj
kakovosti (tujejezikovnega) izobraževanja pomemben
interes (dodana vrednost).
• Satelitske šole so v istem kraju kot matične, v njegovi
neposredni bližini ali pa v razdalji, ki je “obvladljiva” s
sredstvi javnega prometa.
PARTICIPATION / APPLICATION
REQUIREMENTS (limitations)
• Due to the fact that EFLL is a development project that
seeks to investigate how foreign teachers can be placed
into the system, only schools with relevant expert
knowledge (human resurces) and organizational
flexibility will be eligible for participation.
• Compliance with participation requirements will be
evaluated on the basis of applicant school’s
– experience with research projects;
– experience in the following areas:
• team teaching,
• employment of foreign teachers,
• school improvement/development/research work;
– quality of the application, and
– unconditional acceptance of the national projects
framework and guidelines and contractual obligations.
ENRICHED FOREIGN LANGUAGE
LEARNING PROJECT
Scope of the project in (employment rates):
1. 20 foreign teachers (FT) of different target languages
(EN, DE, FR, IT, ES, RU – no language)
2. 6 German DSD teachers (NPU): schools cgosen
directly by the Ministry of Education and sport)
DSD School
network
Home school
Partner school
Gimnazija FM Ljutomer
? (EFLL)
Gimnazija Ptuj
? (EFLL)
Prva gimnazija Maribor
II. gimnazija Maribor
ŠCRM Kamnik
ESIC Kranj
Gimnazija Bežigrad
Gimnazija Poljane (ni NJD)
Gimnazija Novo mesto
SŠ Črnomelj (DSD?)
Time schedule of prtoject activities
Activity
Informativno srečanje za tuje
učitelje
Individualne konzultacije za
prijavitelje
Date
Comments
2/7
ob 10.00, na ZŠ (215)
2/7 in 5/7
Telefonsko ali e-naročanje
(Petra Mikulan: 01/3005131,
[email protected])
Elektronsko in
po običajni pošti
PRIJAVLJANJE ŠOL (matičnih
in partnerskih) – rok za oddajo
do 6/7
Sestanek komisije za izbor šol
8/7
-
do 13/7
E-poštna sporočila
ravnateljem izbranih šol
Spletna stran ZRSŠ (Novice)
25/8
Vabilo s programom 20/8 (Epošta)
30/8
Vabilo s programom 25/8 (Epošta)
Obvestilo šol o izboru
Zagonsko srečanje
nadaljevanja projekta (šole)
Zagonsko srečanje
nadaljevanja projekta (TU)
(podpis ravnatelja,
žigosano)