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CALL SIG Symposium

CALL SIG Symposium. Don Hinkelman Sapporo Gakuin University University of Melbourne 2007.11.23. Institutional Innovation What affordances led to innovation?. A Tale of Four Institutions Kanda University of Intl. Studies Sapporo Gakuin University Hokkaido University

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CALL SIG Symposium

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  1. CALL SIG Symposium Don Hinkelman Sapporo Gakuin University University of Melbourne 2007.11.23

  2. Institutional Innovation What affordances led to innovation? A Tale of Four Institutions Kanda University of Intl. Studies Sapporo Gakuin University Hokkaido University Keihoku High School

  3. Common Strategies of Innovation From interviews and observations at four institutions • Forming collaborative teaching teams • Building blended learning platforms • Creating, configuring, and sharing multi-media teaching materials • Adopting action research approaches

  4. Sapporo Gakuin University: General English Program

  5. Sapporo Gakuin University: Mobile Interfaces

  6. Hokkaido University:Blended learning spaces(Kawai, 2007)

  7. Kanda University of International Studies:Collaborative Research Teams Seven research teams (5-8 teachers each) Proficiency Project I (BEPP English) Proficiency Project II (BEPP IC) Proficiency Project III (BEPP ILC) Proficiency Test Project (KEPT) Internet Research Project (IRP) Read/Write Skills Project Self-access Research (SRG)

  8. Kanda University of International Studies:Blended learning spaces

  9. Keihoku High School: Team teaching, Project Competitions Poster class assessment (Misumi, 2006)

  10. Critical Questions? • What is a good language learning community? • What are the most authentic collaborative projects that both “educate” and teach a new language? And how decide/negotiate? • How create beginner/veteran teams, inside/outside exchanges, and multiple teacher/learner roles? • How mix face-to-face/paper/online technologies and configure the learning process? Is SLA a useful framework for modeling collaborative, blended language learning?

  11. Ecology, not… inputs & outputs Environments, not… solitary learner Roles, not… cognition Actions/Norms, not… rules, skills, strategies Interfaces, not… textbooks Project-based learning, not… task-based learning Changes in Metaphors

  12. Changes in Theories • Linguistic theories: SLI • Psychological theories: SLA • Socio-cultural theories: SLS

  13. Intermediate Words Advanced Words Present Tense Present Perfect Tense Basic Words Past Tense And so on And so on Model of SLISecond Language Instruction • Grammar Progression • Vocabulary Progression Sage on the stage metaphor

  14. Model of SLASecond Language Acquistion Information processing metaphor Inputs Processing Output Books Student Teaching Essays Speeches Test Answers Media

  15. Shortcomings of SLA • Disregard of environment • Clumsy handling of roles and role-changing • Ignored spaces • Focus on single learner • Focus on psychological processes Need a theoretical framework that handles: Purposes/projects/actions/tasks: intentionality Roles: multiplicity, variable contexts Spaces: semiotics Communities/environments/collaborative groups: intersubjectivity, distributed cognition

  16. VS NS NS NS NS NS VS NS NS NS NS NS NS NS NS NS NS NS T NS NS NS OB OV SS SS SS SS VS NS NS T NS NS SST T VS SS NS Model of SLSSecond Language Socialisation Learning Community: Sapporo Gakuin University ICC Class T=Teachers NS=Novices VS=Veteran Students OV=Outside Veterans SS=Sister School OB/OG=Alumni Ecological metaphor Kramsch (2002), Van Lier (2001, 2005)

  17. Changes in Research Design • Experiments to Ethnographies • isolated variables to web of variables • Classroom to Institution • lone teacher to change-oriented teams • Agnostic to Critical • outsider observation to insider action research

  18. Changes in Research Analysis How design a language learning environment? • Affordances • environments at the micro level - lessons, interfaces • environments at the macro level - institutional policies, spaces, programs • Semiotics • Human-machine-space hybrid networks • power imbalances • Relations/Actions • Agent oriented modeling (Gu, 2006) • Action-based learning (van Lier, 2007)

  19. Conclusions How should language learning institutions innovate? • Form collaborative teaching teams • Build blended learning platforms • Design communities with multiple roles • Create, configure, and share multi-media teaching materials • Adopt action research approaches based on socio-cultural theories/SLS

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