Presentation is loading. Please wait.

Presentation is loading. Please wait.

ASSESSING INTERCULTURAL INSTRUCTION IN FL TEACHING PRACTICES Mª Elena Gómez Parra University of Córdoba Spain Rennes, 11 th -13 th June 2007.

Similar presentations


Presentation on theme: "ASSESSING INTERCULTURAL INSTRUCTION IN FL TEACHING PRACTICES Mª Elena Gómez Parra University of Córdoba Spain Rennes, 11 th -13 th June 2007."— Presentation transcript:

1 ASSESSING INTERCULTURAL INSTRUCTION IN FL TEACHING PRACTICES Mª Elena Gómez Parra University of Córdoba Spain Rennes, 11 th -13 th June 2007

2 Index 0. Introduction 1.The theoretical background 2.The design of the experiment 3.The booklet for the analysis 4.Conclusions Homines dum docent discunt Rennes, June ‘072

3 3 0. Introduction New teachers’ role: intercultural mediators Reasons: geographical, economic, social … Task: to make students interculturally competent

4 Rennes, June ‘ Introduction Objective: to measure the intercultural competence of in service teachers. How? By a questionnaire handed out to future teachers (F. of Education)

5 Rennes, June ‘ Introduction Why? New role of teachers When? During two years (practices period of students)

6 Rennes, June ‘ Introduction Hypothesis: in service teachers generally lack intercultural competence. This questionnaire will help to raise awareness of their intercultural needs and their pupils’.

7 1. Theoretical background Language and Culture (Byram 1989, Kramsch 1996, etc.) Sapir-Whorf Hypothesis: language shapes thought Rennes, June ‘077

8 1. Theoretical background Cultural assumptions as a source of misunderstandings Onion’s model Cultural iceberg Rennes, June ‘078

9 1. Theoretical background What you get is what you see? Paralanguage HapticsKinesics Oculesics Chronemics Body coverings … Rennes, June ‘079

10 1. Theoretical background Byram’s (1997) concept of intercultural competence: “to be able to interact effectively (using linguistic and non-linguistic resources) with people from another country in a foreign language” Rennes, June ‘0710

11 1. Theoretical background Some disagreement with Byram’s (1997) concept of intercultural competence: the cultural distance between speakers of the same lg. Rennes, June ‘0711

12 1. Theoretical background The Council of Europe: The Common European Framework of Reference for Languages (CEF) The European Language Portfolio (ELP) Hegemony of English European Citizenship Rennes, June ‘0712

13 2. Design of the Experiment What? To measure if the school-system is preparing pupils to be intercultural mediators Who? In service teachers by future teachers Why? Intercultural needs of both subject groups and society demands. “Security distance” and “not-real-assessment” Rennes, June ‘0713

14 2. Design of the Experiment When? In their practices period Distribution of Practices in the FCE of the UCO: 1 st Year: Observation,15 days (around February) 2 nd Year: Participation,1 month (around March) 3 rd Year: Intervention, 2 months (one around January and the other around April) Rennes, June ‘0714

15 2. Design of the Experiment So, who?  20 students in their 1 st and 2 nd year  10 selected + 10 at random  Mixed group Why?  Experiment for 2 years (at least)  Not the “first teacher” in the class  Possibility of continuation Rennes, June ‘0715

16 3. The booklet Section 1: The teacher of English Section 2: Speaking and Listening Section 3: Reading Section 4: Writing Rennes, June ‘0716

17 3. The booklet Rennes, June ‘07 SECTION ONE: THE TEACHER OF ENGLISH. SHEET 1 17 Personal profile of the teacherYour notes How proficient is s/he in English? Does s/he use English as the communication language in the classroom? Does s/he have a positive attitude towards the English/American … culture? Does s/he travel frequently to an English-speaking country? Does s/he frequently use his/her travel anecdotes as a resource? Does s/he frequently use his/her knowledge about English/American … literature as a resource? Does s/he frequently use his/her knowledge about English/American … songs as a resource? Does s/he frequently use his/her knowledge about English/American … food as a resource? Could s/he be said to be ‘English- culturally interested’? Can pupils perceive that? Before gathering data for this section, ask for permission to the teacher (it is important not to make him/her feel uncomfortable with this situation). Through an interview, or by your own observation, collect data on the following.

18 3. The booklet Purposes: To assess the teacher’s general profile (competence, attitude) To make students and teachers aware of the real purpose of this analysis To make students aware that they must go through the whole doc. Rennes, June ‘07 SECTION ONE: THE TEACHER OF ENGLISH. SHEET 1 18

19 3. The booklet Rennes, June ‘07 SPEAKING AND LISTENING ANALYSIS. SHEET 1 19 EVALUATING THE METHODODOLOGY ACTIVITY/ RESOURCE PAIR/ SMALL GROUP SMALL/LARG E GROUP CHILD WITH ADULT SMALL/LARGE GROUP WITH ADULT Interactive speaking & listening activities Role play, dramatic play, drama & storytelling Video and/or photo-based discussions Cross- curricular exercises Songs, chants Choral/drill repetition

20 3. The booklet Speaking + Listening: Time pressure for the students Interaction between the two skills Purpose: to evaluate the type of groupings in interactive and communicative activities Rennes, June ‘07 SPEAKING AND LISTENING ANALYSIS. SHEET 1 20

21 3. The booklet Rennes, June ‘07 SPEAKING AND LISTENING ANALYSIS. SHEET 2 21 EVALUATING THE METHODODOLOGY ACTIVITY/ RESOURCE PAIR/ SMALL GROUP SMALL/LARGE GROUP CHILD WITH ADULT SMALL/LARGE GROUP WITH ADULT Interactive speaking & listening activities on cultural differences Role play, dramatic play, drama & storytelling based on traditional tales Video and/or photo-based discussions on famous facts or people Cross-curricular discussions (based on common cultural facts such as food, weather, etc.) Culturally-diverse songs and chants Choral/drill repetition of words in different languages

22 3. The booklet Purpose: to observe if there is some introduction of the intercultural component in the English class (same type of activities as those in Sheet 1) Rennes, June ‘07 SPEAKING AND LISTENING ANALYSIS. SHEET 2 22

23 3. The booklet Rennes, June ‘07 SPEAKING AND LISTENING ANALYSIS. SHEET 3 23 RECORD OF ANALYSIS An aide reminder of things to look for: Look for signs of evaluateLook forTick those features found & reflective thinking questioninglistening attentivelysupporting commentingbody languageasserting repeatinggesturesplanning participatingeye contactcollaborating describingfacial expressioninitiating respondingconfidencenarrating reinforcingawareness of audiencespeculating expressing opinionsawareness of purposehypothesizing arguingbody contact negotiating discussingjustifying requestingcategorizing reasoningrecalling persuadingcomparing turn taking acknowledging

24 3. The booklet Purpose: To help students summarize the final objective of their observations To connect the interaction of language and paralanguage (kinesics, haptics, oculesics…) Homework for students Rennes, June ‘07 SPEAKING AND LISTENING ANALYSIS. SHEET 3 24

25 3. The booklet Rennes, June ‘07 READING ANALYSIS. SHEET A 25 A. Opportunities and Experiences The kinds of opportunities and experiences that are offered in school will influence the way children view reading. The quality of the books themselves will also influence the child’s interest and engagement, as will their organization and display. The variety of topics will make them aware of the fact that reading is not boring and, of course, this skill is the perfect opportunity to introduce intercultural topics. The reading environment, both physical and social, will obviously also be a powerful factor in supporting children’s development as readers. Please, take the time to discuss the following questions with other students. What messages about reading are implied by reading in school? What kind of topics must be introduced? What overt messages about reading can be given to the children in class and how? What overt messages can be given about intercultural reading in class and how? What covert messages can be given if reading is mono-cultural? What range of reading material should be available for the children in the class? What choices must children have in their book selection? How should be reading done? Alone? With each other? Reading of the teacher to the children? Choral reading? What physical aspects of the classroom environment can promote reading for pleasure and information? Do you consider useful to have racks/bookshelves with books and/or comfortable seating? What time aspects of the planning could be improved to leave some time for reading in the English class? Would you consider that useful? How can be parental involvement encouraged and supported? From all your discussion and reflection about this how would you answer these questions: 1.“How must be reading taught in school?” (list main points only) 2. “How can be reading used for intercultural purposes?”

26 3. The booklet Purpose: Students’ reflection; writing only the two final questions To emphasize reading as the “star skill” to introduce interculturality Question: wide range of topics (messages, physical environment, parental involvement …) Rennes, June ‘07 READING ANALYSIS. SHEET A 26

27 3. The booklet Rennes, June ‘07 READING ANALYSIS. SHEET B 27 AUTHOR AND YEAR TITLE AND PUBLISHER GENRE (non fiction, picture book, poetry, novel etc.) HOW COULD YOU USE IT? (reading alone, in groups, teacher to children… When during the class? In what place/s would be the pupils?) THE TOPIC: Is it intercultural? In which way? What is the message implied? Please list 5 books (children’s Literature in English) that you think could be valuable in the classroom. Try to make them interculturally varied (you can search the Web).

28 3. The booklet Purpose: Students’ own proposals: intercultural awareness on reading Not to dismiss new ideas: (Internet search) Rennes, June ‘07 READING ANALYSIS. SHEET B 28

29 3. The booklet Rennes, June ‘07 WRITING ANALYSIS. SHEET A 29 Please, write an account of your writing activity, the procedure and the predictable results. A.Opportunities and Experiences Writing is a means of recording learning, communicating and thinking, and plays a central part in the whole curriculum. To support children’s development as writers we also need to help them become more reflective writers through discussion of their own texts, an awareness of readers’ needs and an ability to reflect upon themselves as writers and the writing process. In addition to this, we have the opportunity of introducing intercultural topics to be developed in their writings. You are asked to evaluate a writing activity with the children. Select one from the following possibilities, explain the instructions you would give to the children (implementation), and finally state the pros and cons of the activity: retelling a traditional tale for a class book; developing a play script for later performance or reading; writing instructions for a game, problem solving or craft activity; writing poetry and illustrating it for a class anthology; selecting a personal theme, or recalling an earlier experience, each child could, in a writing workshop, choose and direct their own work; writing notes from a class discussion on cultural facts about weather, food, politics, etc. writing a newspaper account of, for example, a fairy tale or a local event; shared writing sessions with pairs or groups composing their tale - or with teacher as scribe.

30 3. The booklet Purpose: Raise students’ awareness of the importance of making writing also intercultural Assess which of the eight activities is the best for this goal Rennes, June ‘07 WRITING ANALYSIS. SHEET A 30

31 3. The booklet Rennes, June ‘07 WRITING ANALYSIS. SHEET B 31 Writing ActivityTopic/PurposeAudience B.Classroom Practices in Writing In discussion with other students, please, comment on the following questions: 1. List a possible range of writing activities undertaken by children across at least two days, in table form as below. 2. What can be the children’s attitudes to writing, what kinds of writing are foreseeably popular and what aspect of writing can they think is most important? 3. What is the pupils’ attitude towards intercultural topics? Do they accept the difference/otherness? 4. Do students take writing as homework? Are parents aware of the intercultural activities students are carrying out? Do you know if they have a positive attitude? 5. How should be spelling, grammar, and punctuation taught/learnt in this classroom? 6.How should the teachers and the children respond to, and assess, writing?

32 3. The booklet Purpose: Measure children’ interest in writing Assess pupils’ interest in the intercultural value of writing Rennes, June ‘07 WRITING ANALYSIS. SHEET B 32

33 3. The booklet Rennes, June ‘07 READING & WRITING ANALYSIS. ANALYSIS SHEET 33 EVALUATING THE METHODOLOGY ACTIVITIES/ RESOURCES TYPE OF ACTIVITY ALONE/GROUPS/TEACHE R AND PUPILS TOPICINTERCULTURAL Interactive reading & writing activities Cultural information found Combined skills (i.e. reading + speaking, et. al.) Rhymes, poems reading and memorizing Vocabulary learning exercises Fill-in-the-gaps activities Free writing Guided writing Grammar exercises Cross-curricular exercises (biology, history, arts and crafts …) Ordering a story

34 3. The booklet Purpose: Combine the analysis of reading and writing intercultural activities Again, raise students’ and pupil’s awareness on intercultural facts Rennes, June ‘07 READING & WRITING ANALYSIS. ANALYSIS SHEET 34

35 4. Conclusions Teaching only ENGLISH is no longer a goal in itself Change on the teacher’s role New society’s demands Rennes, June ‘07 35

36 4. Conclusions Future teachers of English, in- service teachers and pupils: progressive awareness of Intercultural societal needs Rennes, June ‘07 36

37 ASSESSING INTERCULTURAL INSTRUCTION IN FL TEACHING PRACTICES Mª Elena Gómez Parra University of Córdoba Spain Rennes, 11 th -13 th June 2007


Download ppt "ASSESSING INTERCULTURAL INSTRUCTION IN FL TEACHING PRACTICES Mª Elena Gómez Parra University of Córdoba Spain Rennes, 11 th -13 th June 2007."

Similar presentations


Ads by Google