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Teacher Candidates Practice Oral Language Functions Using Digital Video Recording

Teacher Candidates Practice Oral Language Functions Using Digital Video Recording. Martha E. Castañeda Miami University Ohio Foreign Language Association Conference March 9, 2010, Columbus, OH. Audience. Methods Teachers? Researchers? Language Teachers?.

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Teacher Candidates Practice Oral Language Functions Using Digital Video Recording

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  1. Teacher Candidates Practice Oral Language Functions Using Digital Video Recording Martha E. Castañeda Miami University Ohio Foreign Language Association Conference March 9, 2010, Columbus, OH

  2. Audience • Methods Teachers? • Researchers? • Language Teachers?

  3. What language proficiency do FL teachers need? • Foreign Language instruction should be delivered in the Target Language, “95-100% of the time” (Curtain & Dahlberg) • “Foreign Language teachers must be able to provide effective oral input that is characterized by fluency and spontaneity” as well as “speak in paragraphs and in major time frames” (ACTFL, n.d.).

  4. What level of proficiency do FL teachers need? • ACTFL/NCATE standards • Advanced Low • State of Ohio • Intermediate High

  5. What are the criteria for each level? • ACTFL has developed proficiency guidelines

  6. How do you measure proficiency? • Oral Proficiency Interview (OPI) • Widely Accepted • Standardized • Measures how well a person meets the criteria • Valid and Reliable (Swender) • Trained Interviewer • Rated using holistic methods

  7. Four Phases of OPI • Warm-up • Level checks and probes • Role-plays • Wind-down • Mock OPI

  8. How can we help teacher candidates achieve this goal? • “[p]rograms would benefit from more research in the area of oral proficiency development, specially on the types of learning experiences that would best facilitate attainment of Advanced-Low oral proficiency” (Glisan, 2006, 25)

  9. Digital Video Recording • Foreign Language methods class • Comfort level via self-efficacy scale (pre) • Assignment: Create six digital video recordings practicing certain language functions at each level • Comfort level via self-efficacy scale (post)

  10. Podcast Assignment • Video vs. Audio • iTunes U • Podcasting room • Podcast vs. digital video recording • Trial digital video recording

  11. Sample Videos • Introduction • Describe • Ask Questions • Needs • Narrate • Opinion • Resolve a Situation

  12. Findings: General Benefits • “Especially since it was my first time doing this sort of thing [creating digital video recordings of herself], I was able to actually watch myself on the recording, I was able to notice the mistakes I was making” • “I had to look up a ton of vocabulary that I maybe should have known”

  13. Findings: General Benefits • “in the conversation courses I had to answer the same type of questions but not in so much detail or length.” • “forcing me to speak in paragraphs really helped me” • “definitely gets me thinking, realizing what I need to work on”

  14. Findings Self-Efficacy scale

  15. Findings: Reason for lower self-efficacy? • “we were more challenged than we expected on the podcasts and therefore doubted our abilities after completing it” • Before completing the assignment, we “might possibly be overconfident” • “I realized that I still have a lot to work on with the language.”

  16. Findings: Overall • “Telling me you can’t study is going to freak me out. It is self defeating. Thinking that I can be prepared, we can prepare for it, it gives you more confidence” • “Even though I still had apprehensions after watching myself and the podcasts I had created, I at least felt much better prepared and that I know what to expect when it came time for the interview [the OPI]”

  17. Findings: Things to improve • “it was awkward talking to yourself” • “more spontaneity would be beneficial”

  18. Considerations for preparing teachers and teaching • Provide opportunities for students to watch themselves speaking • Practice functions explicitly • Practice paragraph length discourse

  19. My vision of the OPI-- Practicing oral proficiency in a non-threatening and comfortable environment that covers all major language functions.

  20. Portfolios + OPI • Portfolios • WrittenWork • Oral Work • Reflections on both • The culminating component of the oral portion of the portfolio wouldbe a recorded OPI. • A full length OPI wouldbeexpected for French III and IV. • One OPI/modified OPI per year of language. • Building.

  21. Incorporating the OPI in classroom • Example #1 • French IV: Trains • The goal is to have spontaneousspeaking. Problemscanbeeither real or fiction.

  22. Student perspective: Myownexperience

  23. Comments / Questions ?

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