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Communication in Foreign Languages: Innovative Approaches to Language Teaching

This project aims to enhance the quality of foreign language teaching by implementing innovative approaches and improving the authenticity of learning situations. It focuses on curriculum personalization, integration, and collaboration, with the goal of improving students' communicative competence.

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Communication in Foreign Languages: Innovative Approaches to Language Teaching

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  1. COMMUNICATION IN FOREIGN LANGUAGES COMMUNICATION IN FOREIGN LANGUAGES : Presentation of the project The National Education Institute - June 9, 2010 Katja Pavlič Škerjanc and mag. Katica Pevec Samec 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.

  2. Co-evolutionaryapproach to curriculumdevelopmentandinnovation Pilot projects are designed and implemented with three complementary goals in mind: • by aiming to improve the curricula as well as the teaching and learning process they address students, • at the same time motivating and supporting teachers in their continuous professional development and capacity building • and providing project managers (national education authorities and research & development agencies) with pragmatic knowledge and skills of the teachers and headteachers (ie. aligning beliefs about the potential for effective action with the lessons of past and present experience).

  3. Purposeandaimsofinnovativeprojects • to meet both deficiency and growth needs: • personalise the curriculum: increase school autonomy as well as curriculum flexibility and openness, ie. scope and number of options for schools and individual students (core – elective – optional → modular structure); • make the curriculum more authentic for the students: provide meaningful contexts – bring the real world into the classroom (and vice versa); • integrate the curriculum: increase its flexibility to overcome fragmentation of knowledge (set up curricular connections, eg. tranversal competences as cross-curricular goals); • to provide convincing proofs ofconcepts and ideasand, finally, a fully functioning prototype

  4. COMMUNICATION IN FOREIGN LANGUAGES foreign teachers’ integration into the school curriculum as an innovative approach to foreign language teaching

  5. “FOREIGN TEACHERS” PROJECTKEY CONCEPTS SCHOOL DEVELOPMENT– Research projects Dissemination of results (school & national level) • Intercultural(communicative) competence • Authenticityof • learninggoalsandobjectives, • learningsituations, • assessment • Languageacrossthecurriculum(content-basedlanguagelearning, discipline literacydevelopment) • Schoolcurriculum(planning – implementation – monitoring – evaluation- dissemination) • Integrativecurriculum(cross-curricularconnections – intra- andinterdisciplinarycooperation) • Cooperative/Collaborativeteaching • Team teaching • Project approach(to teachingandlearning)

  6. “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)

  7. SPT leaders and FL coordinators NATIONAL PROJECT TEAM (NPT) Project manager core NPT, extended NPT, enlarged NPT PROJECT STRUCTURE • External◄collaborators • Sloveneandforeignteachers • academicexperts WorkingGroups (WG)  School Project Teams (SPT) ◄Foreign teachersmembersofWGs Personalchoice Workobligation ◄Foreign teachersmembersofSPTs

  8. Project structureandcommunication • closelinksandinterdependencebetweenthe NEI projectteamandparticipatingschools/projectpartners; • communication at andbetweenalllevels is constantandintense, bothdirectandindirect (via e-mail), aiming to secure not onlyanuninterruptedinformationflowon theprogressoftheproject, butalsoongoingexchanges- as well as reflection on andevaluation- ofprojectproducts(lessonplans, teachingmaterials, etc.) andexamplesofpracticeofallkindsconsideredillustrativeandsupportive: • best (triedandtestedoutseveraltimesby more teachers), • good (tried at leasttwiceby one teacher) and • promising (still in theplanningphase).

  9. 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

  10. PROJECT STRUCTURE AT SCHOOL LEVEL School develop-ment team (?) TEACHING TEAMS Subjectteams

  11. “FOREIGN TEACHERS”Aimsandgoalsoftheproject • 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); • developinga systemic approach to foreign teachers inclusion into the Slovene educational system - piloting alternative organizational options

  12. ADDED VALUE? • 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 withe 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 teaches and students) Collaborative -team teaching in multicultural -intercultural teams

  13. 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.

  14. “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)?

  15. QUALIFICATION REQUIREMENTS – PROFESSIONAL COMPETENCES?

  16. ADDED VALUE? • Investigating/researchinganddevelopingcollaborativeskillsofbothteachersandstudents • ideasharing (procedures, protocol …) • discussiongroups • peerobservation • jointteaching & learningactivities • teacherexchanges • teamteaching • type B teamteaching (rotational) • type A teamteaching (interactive) • Investigating/researchinganddevelopingteamteachingskills Collaborative -team teaching in multicultural -intercultural teams

  17. COLLABORATIVETEACHING INTRA- AND INTER-DISCIPLINARY COLLABORATIVE TEACHING Teacherscooperateandcollaborate: • to increasetheauthenticityoflearningthroughinterdisciplinaryteachingandcurriculumintegration • to fightknowledgeobsolescenceandsharetheburdenofkeeping up withtheknowledgeexplosion • to ensure/providecontinuousprofessionaldevelopmentthroughpeerlearning

  18. INTERACTIVE TEAM TEACHING

  19. Hour distribution and components of an average weekly FT’s teaching workload

  20. TheDO’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 Forms of collaboration:

  21. ADDED VALUE? • 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. New approaches to FL teaching and learning

  22. INNOVATIVE APPROACHES TO FOREIGN LANGUAGE TEACHING AND LEARNING • (F)LAC = (Foreign) Language Across the Curriculum LANGUAGES IN OTHER SUBJECTS • CBLL Content-Based Language Learning (cf. CLIL) • Language sensitive content learning • Discipline / Academic literacy development • Developing intercultural competence • in foreign languages • as a cross-curricular goal • A new role of the mother tongue: from monolingual to bilingual approach • Collaborative/Team teaching • intradiscipliary teams • interdisciplinary teams • intercultural teams

  23. ADDED VALUE? • Schools had to apply with a research project proposal (investigating a research question relevant for the national project) • Reflective practice, schools as learnign communities ( looking for the answer to the research questiion by investigating their own practice) Project approach to innovation – action research (professional development) • Witha development (ie. research) project, a school • introduceschange(s) • intotheusual(ie. everyday, established) teachingandlearningprocess(es) • in a plannedandsystematicway • to raise - directly or indirectly - thequalityofstudentlearningandoutcomes.

  24. 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 reflectivepractitioners • Schools as learningorganisations

  25. Initiating a researchproject:PRE-PLANNING STEPS Researcharea/topic • Researchgoal • ResearchQUESTION • Expectedoutputsandoutcomes • Qualityindicators

  26. SCHOOL RESEARCH PROJECTS

  27. DRIVERS OF CHANGE

  28. Le sole risposte utili sono quelle che propongono nuove domande.Vittorio Foa • Theonlyusefulanswers are thosethat pose newquestions. • Les seulesréponsesutilessontcellesquiposent de nouvellesquestions. • DieeinzignützlichenAntwortensind jene, dieneueFragenaufwerfen.       • Las únicasrespuestasútilesson las queplanteannuevaspreguntas • Единственно полезными являются те ответы, что рождают новые вопросы. • Samo tisti odgovori so koristni, ki zastavljajo nova vprašanja.

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