Presentation on theme: "Internationalising Language Teaching and Learning with the help of the Erasmus Community to Increase Employability - Results of a Pilot Study. Newcastle."— Presentation transcript:
Internationalising Language Teaching and Learning with the help of the Erasmus Community to Increase Employability - Results of a Pilot Study. Newcastle University, School of Modern Languages Dr JC Penet Dr S Salin – firstname.lastname@example.org
Rationale Context: -NU students demands; -Erasmus students feedback; -2012 horizon Aims and objectives: -Solution to increase contact hours; -Better integrate Erasmus students; -Boost Erasmus students employability; -Develop language students awareness Key concepts in pilot project: -Peer learning; -Reflective learning.
Methodology - Semester 1 : Training WeekContent 3 Introductory meeting – allocation of mentors / mentees 4 Introduction to the British Higher Education System 5Introduction to the SML + First and second year language modules 6 Introduction to classroom resources / Black Board / Language Labs 7 Class observation + Feedback 8 Class observation + Feedback 9 Micro teaching experience on first and second year modules + Feedback from tutor 10 Micro teaching experience on first and second year modules + Feedback from tutor
Semester 2 Teaching Practice and evaluation Lesson Plan Feedback Lesson Feedback Certificate Questionnaires
Erasmus Teachers (ET) - Involvement Number of participants Percentage Beginning of Project 16100% Class Observation – Week 7 S.1 850% Class Observation – Week 7 S.1 8100% [50%] Semester 2 Teaching 787% [44% ] Feedback 1457% [25%] Critical Phase
ET– Motivations* * Quotes from Question 1 of Erasmus Teachers Feedback Questionnaire 1 Why take part? TryCVShareNew … so I could know if [becoming a teacher] was really something I wanted to do. It was also an experience that I could put down on a CV. I wanted to know if [my own experience] can be profitable to someone. It was interesting to do something different, to learn new things, to meet different people.
ET – Expectations* * Results from Question2of Erasmus Teachers Feedback Questionnaire 1 Being able to organise class activities Being able to help students Being more comfortable with an audience Develop my ability to communicate Learn new skills
ET- Feedback on S.1 sessions* * Results from Question 4 of Erasmus Teachers Feedback Questionnaire 1 Was it useful?Most particularly… Introduction to the English HE system YesFee system explained Introduction to the School and its language modules YesTo position yourself within project Introduction to classroom resources Not reallyToo quick and not hands- on enough… Class observation and feedback YesTo have a better idea of kind of teaching expected of you… BUT – observation form confusing Micro-teaching experienceVery useful-supportive teacher; -… helped me feel more comfortable with 2 nd semester teaching
ET - Feedback on Observation Sessions Observation sessions – at the heart of this pilot project! Seen as the starting point of reflective learning (RL): - RL for action: S.1 obs. sessions; - RL in action: S.2 teaching; - RL on action: job interview. From: P. Kahn and L. Walsh (eds.) Developing your Teaching (London: Routledge, 2006), p.48 – Based on Schön, Educating the Reflective Practitioner, 1983. RL for action RL in action RL on action
ET- Feedback on Observation Sessions* * Quotes from Question 5 of Erasmus Teachers Feedback Questionnaire 1 -To observe differences… > I learned that the British system is very different > A different approach to language teaching… - … And how to act upon what they observed: > … I tried to apply it in the second semester. > I learned how to act in class by observing and I then took into account what the teacher told me to have a good start when teaching on my own. = RL FOR and IN action What did they learn from those sessions?
ET: on action Reflective Learning* * Results from Questions 6, 7 and 8 of Erasmus Teachers Feedback Questionnaire 1 Self-evaluation of teaching experience: -Positive elements: Fun, challenging, positive, managing, communicating, connecting, investing ourselves, sharing and helping… -What they thought could be improved? 1)Teaching-wise: Class preparation (preparing class plans), managing time, self-confidence, create more interesting activities, body language 2)Project-wise: Too big a gap between micro-teaching and S.2 teaching, give more guidelines as to the kind of activities that make students participate, give us photocopy credits… - ETs overall mark given to project: 7.75/10
ET – Benefits of project* * Results from Question 9 of Erasmus Teachers Feedback Questionnaire 1 Do you think your perception of what makes a good teacher has changed…? 75% do 25% dont but… Yes because its more real and I see that there are multiple factors to take into account. I have, however, realised that teaching requires much more preparation and that it is much more difficult than I had anticipated.
NU Students questionnaire analysis* * Results from First-Year and second year Students Feedback Questionnaires 1 84 questionnaires received 32.1% did attend 67.8% did not attend 78 questionnaires received 38% did attend ET- led sessions 62% did not attend ET-led sessions Level B Level C
Reasons for not attending* * Results to question 2 from First-Year and second year Students Feedback Questionnaire
Overall satisfaction* * Results to question 10 from First-Year and second year Students Feedback Questionnaire Level B Level C
What was liked the most* * Results to question 4 of First-Year and second year Students Feedback Questionnaire Level BLevel C
The students learning experience *From First-Year and Second Year Students Feedback Questionnaire 1 Helped improve speaking.Helped consolidate vocab.Helped improve confidence.Made the learning experience more enjoyableMore information relevant to my ageBetter cultural understanding
Benefits of the Erasmus teacher* * Quotes from question 6 of First and second year Students Feedback Questionnaire 1 They are a similar age and we have things in common. Theyre not teachers so the atmosphere is more relaxed. Great practice as they are young native speakers. Were able to relate to them as we will be in a similar position. Its good because they have been in your position too.
Preparation for the year abroad …* * From question 7 of First-Year and Second year Students Feedback Questionnaires It made me more excited about the year abroad. Great experience of what being an assistant must be like. It helped because I needed to know more slang. It definitely helped my confidence for the year abroad! Great opportunity to learn from somebody who has overcome the same problems
What could be improved* * Results from question 5 from First-Year ans second year Students Feedback Questionnaires
To consider 2012-13 - a credit bearing Erasmus module University induction session Assessment - Reflective learning (Essay + portfolio) / Employability (job interview) Compulsory to NU students? How to make students attend ? Better integration of the Erasmus community Promotion of languages in schools Promotion of the year Abroad experience and the Erasmus programme.