final plenary session professional development consortium in mfl
TRANSCRIPT
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Challenges
What challenges do we face when we want to implement these research based principles of language teaching?
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A professional development project
Two (fairly) experienced teachers:Jeanne and Christelle (different schools)
From Macaro & Mutton 2002.
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Method
• Focused on three lessons each.• Researcher analysed the interaction:
1. amount of participant talk; 2. turn taking patterns; 3. use of nouns and verbs
• Teacher watched video, examined the analysis, commented on it.
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Christelle’s three lessons.
Lesson 1 (51.5 minutes)
Lesson 2 (42.5 minutes)
Lesson 3 (54.8 minutes)
% of whole lesson
% of interaction
% of whole lesson
% of interaction
% of whole lesson
% of interaction
Total 1:30 interaction time
58.3 79.8 71.7
Total non interaction time:
41.7 20.2 28.3
Total Teacher Talk 46 78.9 66 82.7 56.6 78.9
Total Students Talk
12.2 20.9 13.8 17.2 15.1 21.1
Christelle unable to change pattern of Interaction over 3 lessons
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Jeanne’s three lessons. Lesson 1 (53.2 minutes)
Lesson 2 (67.3 minutes)
Lesson 3 (49.5 minutes)
% of whole lesson
% of interaction
% of whole lesson
% of interaction
% of whole lesson
% of interaction
Total 1:30 interaction time
66 65.6 88.3
Total non interaction time:
34 34.4 11.7
Total Teacher Talk 52 78.7 53.2 81.0 59.9 67.7
Total Students Talk 14 21.2 12.4 18.9 28.4 32.0
Lesson 3: Jeanne made determined effort to change the pattern of interaction
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Christelle’s Turn Analysis for Lesson 2Total length of sequence
Total &Mean length of teacher turns
Total &Mean length of student Turns
Longest student (L2) turn
Sequence 1(Q&A sequence: single word responses)
104.4 seconds
(85.3 seconds)5.6 seconds
(19.1 seconds)1.1 seconds
3.5 seconds
Sequence 2(team game – single word responses)
415.2 seconds
(345.0 seconds)8.8 seconds
(70.2 seconds)1.8 seconds
4.6 seconds
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Teacher: JeanneLesson: 2
Total length of sequence
Total Length and Mean length of teacher turns
Total Length and Mean length of student Turns
Longest student (L2) turn
Sequence 1(Q&A: single word responses)
91.3 seconds (74.3 seconds)5.3 seconds
(17 seconds)1.3 seconds
2.8 seconds
Sequence 2(Q&A: single word responses)
122.1 seconds
(101.8 seconds)6.3 seconds
(20.3 seconds)1.2 seconds
2.4 seconds
Jeanne’s Turn Analysis for Lesson 2
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Total length of sequence
Total Length &Mean length of teacher turns
Total Length &Mean length of student Turns
Longest student (L2) turn
SequenceQ&A:single/ multiple phrase responses
292 seconds 132.2 seconds4.1 seconds
147. 6seconds4.7 seconds
17.3 seconds
Jeanne made determined effortto change pattern of interaction
Jeanne’s Turn Analysis for Lesson 3
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Noun and Verb patterns in Christelle’s interaction with class
Lesson 1 Lesson 2 Lesson 3
Teacher pupils Teacher pupils Teacher pupils
Nouns 231 109 396 110 429 174
Verbs 281 35 343 46 430 32
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Lesson 1 Lesson 2 Lesson 3
Teacher pupils Teacher pupils Teacher pupils
Nouns 350 137 564 297 443 173
Verbs 283 56 412 32 727 291
Noun and Verb patterns in Jeanne’s interaction with class
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Discussion
What could have made it possible for Jeanne to bring about change in her interaction but not Christelle?
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The power of assessment• MFL teaching is very strongly influenced by the
assessment system• Currently we have the National Curriculum system of
assessment• We believe: in order to work towards the 8 principles
the assessment system needs to change.
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A new assessment system…• Will prioritise skills development based on what
research tells us about how learners progress in the 4 skills
• Linguistic knowledge (vocabulary and grammar) will be a supporting strand in assessment not a leading strand
• ‘process’ will need to be assessed as well as ‘product’ – strategic behaviour of students monitored
• 8 levels of attainment will (probably) be reduced• A best fit approach will be used• Teacher professionalism trusted to make judgements
as well as objective measurements
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Our invitation to you!• Help us develop a new and research-based
system of assessment by trying it out in your schools and giving us feedback
• We will work with you and offer support at a distance
• Materials on website – details to follow• Please now look at your second questionnaire
and complete it, if you are happy to do so• Evaluation sheet!
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To be added to the #PDC
list on twitter, follow @HeikeBruton.
Follow our PDC in MFL blog:
pdcinmfl.wordpress.com