newcastle university, school of modern languages dr jc penet dr s salin – sandra.salin@ncl.ac.uk

“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 PenetDr S Salin – sandra.salin@ncl.ac.uk

RationaleContext:

- 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’ awarenessKey concepts in pilot

project:- Peer learning;- Reflective learning.

Methodology - Semester 1 : TrainingWeek Content

3 Introductory meeting – allocation of mentors / mentees 

4 Introduction to the British Higher Education System 

5 Introduction 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) - InvolvementNumber of participants

Percentage

Beginning of Project

16 100%

Class Observation – Week 7 S.1

8 50%

Class Observation – Week 7 S.1

8 100% [50%]

Semester 2 Teaching

7 87% [44% ]

Feedback 1 4 57% [25%]

CriticalPhase

ET– Motivations**Quotes from Question 1 of ‘Erasmus Teachers Feedback Questionnaire 1’

Why take part?

Try

CV

Share

New

“… 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

activitiesBeing 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

Yes Fee system explained

Introduction to the School and its language modules

Yes To position yourself within project

Introduction to classroom resources

Not really Too quick and not “hands-on” enough…

Class observation and feedback

Yes To have a better idea of kind of teaching expected of you…BUT – “observation form confusing”

Micro-teaching experience Very useful - “supportive teacher”;- “… helped me feel more

comfortable with 2nd 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 language2) 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…

- ET’s 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% don’t but…

“Yes because it’s 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’

Level B Level C

Reasons for not attending**Results to question 2 from ‘First-Year and second year Students Feedback Questionnaire’

25

19

7

1

Time ClashesOrganisation Priority

Series102468

101214161820

Clashes TimeInfo PriorityRoom change CommitmentOrganisation

Overall satisfaction**Results to question 10 from First-Year and second year Students Feedback Questionnaire

• Level B • Level C

SatisfactoryGoodVery goodExcellent

SatisfactoryGoodVery goodExcellent

What was liked the most**Results to question 4 of ‘First-Year and second year Students Feedback Questionnaire’

Level B

Series102468

101214161820

Extra practice

Small groups

Friendly

Casual

Native speaker

More variety

Level C

Series10

2

4

6

8

10

12

14

16

Friendly/re-laxedExtra speak-ingSame ageYouth cultureYouth vocab

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 enjoyable

More information relevant to my age

Better 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.’

‘They’re not teachers so the

atmosphere is more relaxed.’

‘Great practice as they are young native

speakers.’

‘We’re able to relate to them as we will be in a similar position .’‘It’s 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’

1

0

2

4

6

8

10

12

14

16

18

More speakingOrganisationMore sessions

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.