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Vocational English

Vocational English. Plan. Who are the students?. « Nobody believes in us. Just look at us. We are not the sharpest crowd around .» Human beings

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Vocational English

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  1. Vocational English

  2. Plan

  3. Who arethe students? «Nobodybelieves in us. Just look at us. Weare not thesharpestcrowdaround.» Human beings The teacherneeds to use his or her ownsocial skills and look for possibilitiesofconnectingwiththe students. It’s a fundamental part ofthejobwhoevertheyare, buteven more important for whotheycanbecome.

  4. Canthey do it? YES WE CAN!

  5. What is thepotential? • student 1:        Learning outcome: 8 • Motivation to work: 10 • Relevance to your programme of study: 10 • student 2:          Learning outcome: 8 • Motivation to work: 10 • Relevance to your programme of study: 10 • student 3:          Learning outcome: 6 • Motivation to work:7 • Relevance to your programme of study:9 • Students’ selfassessmentfollowing to a working segment, year 1 Industry and Technical Production.

  6. Selfesteem and relevance • 1st classroomexample: Whatcanvocational English be? • https://digitallearning2016.wordpress.com/2016/02/25/a-digital-story-telling-project-in-vocational-english-upper-secondary-school/

  7. So is there a vocational English? • Yesthere is: It is subjectfocussed and it is logicallyperceived by the students. There is noneed to explain. It is tangible. • Make English relevant enough. It creates a connectionuponwhichyoucan show thelargerpicture.

  8. 1st classroomexample

  9. Luciano Mariani: Challenge and support • Quality? • Quantity? • Student Autonomy? versus Teacher Dependence? TESOL:«Teacher support and teacherchallenge in promotinglearnerautonomy»

  10. Currentreference to Mariani • Pauline Gibbons: Associate Professor, Univ. New South Wales, Sydney («Scaffoldinglanguage, scaffoldinglearning. Teachingsecondlanguagelearners in themainstreamclassroom», 2002)

  11. From theory to real life Is effectivescaffoldingunrealistic in terms ofextrawork? Not necessarily: Classroomexample 2 Reading and writingprojectsMay 2016 Charlottenlund VGS, Trondheim, year 1.

  12. Itslearning: «Discussion» function

  13. Check-in entries An entry a paragraph Steps to thecreationof an essay

  14. Entrypossibilities • Copy a sectionofthetextwherewemeetthemaincharacter(quotation, reference, page) • Copy a sectionofthetextwherethe setting is described (quotation, reference, page) • Is thewriter’s style formal/informal, personal/impersonal in youreyes? Show us an example. (quotation, reference, page) INPUT before PRODUCTION BUILD KNOWLEDGE, COLLECT MATERIAL, CONSTRUCT IN A COMMON SPACE. (Gibbons, 2002, p. 41),- INDIVIDUAL OUTPUT AND PRODUCTION. Academicvocabulary and referenceawarenessin smallproportions. The type ofentriesaredesigned by theteacherfor eachclass. The reading is scaffolded as well as taking notes. We MODEL a workingprocess FOR the students and WITH the students, DEVELOP thelanguagetheyneed.

  15. «Designed-in» versus «contingent» scaffolding. • Kate Wilson and Linda Devereux, Scaffoldingtheory: High challenge, high support in academiclanguagesand learningcontexts(2013) – newMariani ref. • «designed-in» scaffolding (carefullysequenced and structured sub-tasksleading to thecompletionofthemajor task) • «contingent» scaffolding (moment – to – moment interactionbetweenteacher and student).

  16. Designed-in scaffolding: Imagine difficulties and design a solution.

  17. Timing Reading/writing: Monthof May free location enjoyablemotivation • Control: Everybodycanseeyourentries. Students commentoneachother. +/- • Trust, mastery: «Nobodybelieves in us» • Massive access to individualfeed-back and support. • Liberates time for students whoneed a different type ofwork as well(sentencestructures, verbs, etc.). Intensive individual/smallgrouplanguagecourses? Reading and speakingsequenceswiththeteacher.

  18. Classroomexample 3: «Aesthesis: An unelaboratedelementaryawarenessofstimulation.» Restaurant and foodprocessingprogramme, year 1. The sensesareawakened NOU 2015:8

  19. I am an aestheticobject

  20. Whatdidyouthinkabout my ringing tone? «Boring» - thesaurus.com: Synonyms Now listen to eachother’s sounds and try to describethem.

  21. Write youradjectivesonthewhiteboard. • Look up 2 words and find synonyms.

  22. Words’ register and tone Tweet språkteigen 10. september 2015: «Liker godt denne plakaten på veggen hos et lite, uhøytidelig spisested i Trondheim»

  23. Production phase Writingtask: Group work, discussthe tone youwantto achieve. 1. You run an icecream bar. Write an advertisementwhereyoutry to attractthetourists from thecruiseships. 2. You run a good restaurant. Write an advertisementwhereyoutry to attractthetourists from thecruiseships.

  24. TLC- Teaching and learningcycle TEACHER GUIDED PROCESS (Gibbons, 2002, p.130) Constructknowledge Model: talk aboutlanguage Commonconstruction (withteacher,- or groups) Individualproduction

  25. High support in context dependent spokenregister: Teacher style • Pauline Gibbons: Associate Professor, Univ. New South Wales, Sydney («Scaffoldinglanguage, scaffoldinglearning. Teachingsecondlanguagelearners in themainstreamclassroom», 2002)

  26. Reluctantreaders • Create safe spaces: Teacher-student time • Filemail.com • Audio files withoutillustrations, simple readings, summariesoflearning material. • Student teacherconversation: Individual talk about a text, a film, a workprocess etc.. - Smaller missions.

  27. Student autonomy is a goal Individualpresentations and reading in theclassroomrequire a type ofselfconfidencesome students do not have. Strategy: Buildthe skills beforeyouexposetheirproduction. Autonomy is a goal, not an expectation.

  28. Language level • Gibbons: Like secondlanguagelearners in a mainstreamclassroom, we have students whoknow less English. • Use TLC (Teaching and Learning Cycle), followthemthroughthesteps (buildknowledge, modelsentences, createtextstogether, individualconstruction). • Reducethe speed, allowthestudents to think. • Do not simplifytoomuchaccording to Mariani’smodel,- give more support. • Students are more teacher dependent.

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