ernist 2011 1 french language classroom interaction: how does it influence student retention? signe...
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Ernist 2011 1
French language classroom
interaction: how does it influence
student retention?
Signe Ernist
Macquarie UniversityDepartment of Education
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Ernist 2011 2
Issue
• Languages teaching in Australia: crisis (Clyne)
• Students tend to drop languages study after Year 8, having completed the 100 compulsory hours (NSW)
• Second language acquisition in educational context should be continuous and meaningful (Clyne, Lo Bianco, Liddicoat)
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Ernist 2011 3
SolutionPresent state of affairs: to make the most
within the reality of subject selection strongly influenced by family advice and
teacher disposition
Classroom interaction: communication
between teacher and students / students and students influencing the decisions to continue languages study
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Ernist 2011 4
Question
How does classroom talk influence students’ decisions to continue or discontinue languages study?
Talk in interaction is systematically organised, deeply ordered and methodic (Harvey Sacks, founder of Conversation Analysis)
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Ernist 2011 5
Data
• Recorded classroom talk and observations
• Collected over two years in Year 7/8 French language classrooms in an independent girls’ school in Sydney
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Ernist 2011 6
Classroom talk
Clear expectations communicated by the teacher reflects the whole school approach
Clear ‘routine’ structure in every lessonstudents know where they stand
(homework checked together – revision with new material linked to it - whole class practice, group practice, group challenge – game, quiz etc - homework given)
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Ernist 2011 7
Classroom talk 2
Markers like ‘Attention’ used before asking
students to provide a response
reliable routine
Target language accompanied by hand
movements
helps meaning detection
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Ernist 2011 8
Classroom talk 3 Each student has a textbook and an exercise book
responsibility
All written target language accompanied by English translations confidence Classroom talk kept topic centred (no ‘small talk’) concentration
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Ernist 2011 9
Classroom talk 4
Merit system in place (stickers)
effort recognised
Teacher works the classroom space
engagement
Teacher’s enthusiastic disposition
students feel that the teacher wants to be there
and teach them – rapport
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Ernist 2011 10
Students’ comments
French class is fun!The teacher is fun!We like how we learnWe have different ways of learning, not
just booksThe class is encouragingA good teacher is very important
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Ernist 2011 11
Students’ reasons to continue studying To travel, to study, to have a job
To understand more about world
To continue what has been started
Family / background
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Ernist 2011 12
Students’ reasons to continue studying • Fun / enjoyable language program
• Fun teacher
Strict but understanding and flexible
Enthusiastic
Approachable
“She is there because she wants to
teach us!”
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Ernist 2011 13
A language supportive whole
school approach that is
communicated to the students
by an enthusiastic teacher
does make a difference!
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Ernist 2011 14
Selected references• Clyne, M. (2005). Australia's Language Potential. Sydney:
UNSW PRESS.• Curnow, T. J., & Kohler, M. (2007). Languages are
important: but that's not why I am studying one. Babel, 42(2), 20-24,38.
• Heritage, J. (1984). Garfinkel and Ethnomethodology. Oxford: Polity Press.
• Liddicoat, A. J., Scarino, A., Curnow, T. J., Kohler, M., Scrimgeour, A. & Morgan, A.-M. (2007). An Investigation of the State and Nature of Languages in Australian Schools. Canberra: DEST.
• Lo Bianco, J. (2006). Arguing for Perspective in LOTE: Reflections on public debate, language and the public interest. Languages Victoria, 10(1), 16-29.
• Seedhouse, P. (2004). The interactional architecture of the language classroom: a conversation analysis perspective. Oxford: Blackwell.
• Seedhouse, P. (2005). Conversation Analysis and language learning. Language Teaching, 38, 1-23.