Transcript Tytuł slajdu - UNI

Jarosław Krajka
University of Social Sciences and
Humanities, Warsaw, Poland
STUDENT TEACHERS
AND TEACHER STUDENTS –
TELECOLLABORATION IN LSP
TEACHER EDUCATION
1
PRESENTATION OUTLINE
1. ISSUES IN LSP TEACHER EDUCATION
2. CHARACTERISTICS OF LSP TRAINING IN
POLISH TERTIARY EDUCATION
3. TELECOLLABORATION IN LSP EDUCATION
1 – STUDENT TEACHERS WITH STUDENT
TEACHERS
4. TELECOLLABORATION IN LSP EDUCATION
2 – STUDENT TEACHERS WITH TEACHER
STUDENTS
COMMON IDEAS ABOUT LSP
•
•
•
•
•
•
•
The job of the LSP teacher is to teach language, we are
not qualified to teach job-related skills.
There is no such thing as “business English”, English
used by business people is normal English.
There are as many specialised languages as there are
professions.
There is no separate LSP methodology, it is just subject
matter that is different.
There is no point teaching LSP to beginners.
Business is serious, and business English teachers
should not waste time on fun and games in the
classroom.
Any course should be based on a need of some sort but
the needs of a GE learner are much harder to specify.
DEVELOPMENTS IN LSP
1.
2.
3.
4.
5.
Register analysis – 1960-1970s – focus on language at
the sentence level
Discourse analysis – shift of attention from sentence
grammar to understanding how sentences were
combined in discourse to produce meaning
Target situation analysis - identifying the target situation
and carrying out a rigorous analysis of its linguistic
features to form the syllabus of the ESP course
Skills-centred approach - emphasis on reading or
listening strategies, to make learners reflect on and
analyse how meaning is produced in and retrieved from
written or spoken discourse
Learning-centred approach – not based on descriptions
of language use, but aiming at understanding the
processes of language learning
ISSUES IN LSP TEACHER TRAINING
1.
2.
3.
4.
5.
6.
7.
8.
9.
Inadequate amount of training time – a single isolated
class at best
Need to "smuggle in” training contents - teaching
adults, materials development, testing and assessment
Lack of organisational provisions for a practicum in
LSP contexts
Dispersed "specific purposes” of trainees
Uneven provision of LSP coursebooks in professional
domains, problems with access to quality resources
Missing practicum
Inadequate knowledge of professional domains
Lack of critical awareness
And many others…
MODEL OF LSP TEACHER TRAINING
1.
2.
3.
4.
•
•
•
LSP training as an add-on on top of teacher
development for lower levels
In-class focus on needs analysis, materials evaluation,
materials development, testing and assessment
Use of e-learning course authoring as a universal
solution to reach LSP learners
Adopting a mixed-syllabus approach:
LSP teacher skills: choosing syllabi, creating tasks,
planning lesson sequences
Digital skills: managing Moodle courses, uploading or
linking to resources, creating basic activities
Evaluation skills: assessing present situation and target
situation needs, developing evaluation criteria, verifying
materials for possible learner fit
MATERIALS WRITING PROCESS
Hutchinson and Waters, 1986
RATIONALE FOR TANDEM PROJECTS
• Increased exposure to materials
• Greater impact of instruction through deeper processing of
input
• Negotiation of knowledge through collaboration leading to
better acquisition
• Familiarity with diverse educational contexts
• Preparation for multilingual and multicultural teaching
• Integration of language development and ICT skills
• Enhanced interpersonal skills
• Greater employability
TELECOLLABORATION IN POLISH
EDUCATION
4500
3978
4000
3500
3024
3000
2496
2500
1876
2000
2194
2157
2049
1850
1568
1500
1203
1000
500
1054
1570
1527
1177
748
254
0
2005
2006
2007
2008
projects
2009
teachers
2010
2011
NSS, 2013
2012
TRAINEE PREFERENCES FOR
TECHNOLOGY USE
Krajka, 2012
TELECOLLABORATION IN TEACHER
TRAINING – TANDEM LEARNING
• project groups consisted of teacher trainees from two
partner institutions collaborating online in synchronous and
asynchronous modes
• the aim of the study was the exploration of collaborative
environments in extending practical training beyond the
confines of the classroom
• It was interesting to investigate whether post-practicum
reflection of teacher trainees gets added value through the
use of intercultural teacher tandems
TELECOLLABORATION IN TEACHER
TRAINING 1
• A 3-month study
• Tandems of students from MCSU, Lublin, and Bogazici
University, Ankara
• Ss were divided into 6-8 person groups and were assigned
methodology topics
• Two virtual spaces: the dedicated Moodle course “Foreign
Language Teaching Methodology” and student-made videoblogs
• Partners commented on videoblogs, posted on discussion lists,
wrote individual diary entries, compose a collaborative glossary
• Data collection instruments: post-experience survey, midexperience learning diaries, ongoing informal interviews
Maria Curie-Skłodowska University, Bogazici University, Istanbul, Turkey
Lublin, Poland
FLED 416: SEMINAR ON PRACTICE
LANGUAGES FOR SPECIFIC TEACHING
PURPOSES METHODOLOGY
Teaching grammar.
Teaching vocabulary.
Teaching pronunciation.
Planning lessons and curricula.
Teaching receptive skills.
Teaching productive skills.
Testing and assessment.
Teaching aids and resources in the
classroom.
Classroom
interaction
and
management.
Culture and content in ESP language
instruction.
Introduction and orientation.
Teachers’ beliefs and reflective teaching.
Technology in TEFL.
Lesson planning.
Nature of language learning activities.
Native and non-native English speaking
teachers.
Job interviews and novice teachers.
Interaction and classroom language.
Plagiarism and academic writing.
European Language Portfolio (ELP) and IB
Programs.
Intercultural communicative competence for
language teachers and ELT in Turkey.
FINDINGS
• Limited interaction: few isolated, single posts; even if
single posts, references made to previous ones; mostly
discussions, although limited in the number of participants
(involving 3-4).
• Occasional longer exchanges where individual participants
posted more than one entry
• Glossaries distributed and done individually rather than
collaborated upon
• Management issues: unequal participation, response
times
• Interaction mode: mainly teacher-directed exchanges, few
student teacher-initiated tasks
STs’ PERCEPTIONS OF
TELECOLLABORATION
„I enjoyed the cooperation with Turkish students. However, I
must say that I haven’t too much contact with my Turkish
partners, but it was caused by their lack of time and hard
time at university (Merve wrote to me an explanatory e-mail).
I would like to take part in a similar project again, provided
that the project will be held during less demanding time of the
year (participation in May was very hard both for Turkish
students and for us). I way really pleasant and I didn’t
experienced any problems during the collaboration, maybe
the only con was that I hadn’t got so active contact as I would
like to.”
STs’ PERCEPTIONS OF
TELECOLLABORATION
„I think this cooperation teach me some important things .I
really enjoyed watching the videos of the foreign partnerteacher-trainees' lessons as I cold assume a role of an
assessor and give advice to another person. It is a pity that
they could not watch and asses our lessons. The critic is
more digestable when it stems from the student and not from
the teacher.”
TELECOLLABORATION IN TEACHER
TRAINING 2
• A 3-month study in progress, commencing January 2014
• Tandems of students from SWPS, Warsaw, and Slovenian ESP
teachers
• Ss got divided into 3-4 person groups and selected their own
ESP domains (e.g., English for journalists, English for
international communication)
• Student groups created their own Moodle courses, teachers
were invited to give feedback, evaluate courses and make
suggestions
• Partners commented on Moodle forums and wrote individual
diary entries
E-LEARNING IN ESP DEVELOPMENT –
COURSE SYLLABUS
1. ESP-related topics:
• conducting a needs analysis
• syllabus design
• materials evaluation and development
• ESP methodology
2. Technology-related topics:
• managing a Moodle course
• creating, retrieving, uploading resources
• authoring assessment instruments (quizzes, assignments)
• authoring communicative activities (forums, journals, polls,
surveys)
3. Presentation and discussion
FINDINGS
1. Organisation:
• Finding partners even more difficult than with a symmetrical
exchange
• Negotiating a timeline is more difficult – contrary to Case study
1, there is no clear coordination on the remote part
2. Materials quality:
• student-made materials of often dubious quality (technical and
methodological)
• observing copyright becomes a major task
• student teachers lack in-depth knowledge of the professional
domain
FINDINGS
3. Trainee workload:
• Difficult to assess in traditional weekly/monthly terms – instead,
the whole project is to be evaluated
4. Telecollaboration model:
• Hard to ensure a similar level of participation – making sure
that teachers do not get involved only in the very end
• Extent and areas of teacher students’ contribution need to be
reflected upon
• Need to come up with telecollaborative tasks for teacher
students to acquire digital skills
CONCLUSION
• E-learning authoring in ESP teacher development –
yes
• Telecollaboration in ESP teacher development – why
not?
• Symmetrical vs. asymmetrical telecollaboration – who
knows?
THANK YOU FOR YOUR KIND
ATTENTION!!!
Jarosław Krajka
SWPS, Warsaw, Poland
[email protected]
Teaching English with Technology
journal
http://www.tewtjournal.org