Promoting deep learning through a scaffolded language curriculum: double tasking language-specific and research-skills development

Kayoko Enomoto

Centre for Asian Studies School of Social Sciences

University of Adelaide kayoko.enomoto@adelaide.edu.au

LCNAU 26-28 September 2011, The University of Melbourne

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Scaffolding…

“…the support that a teacher can give learners so that they can work at a much higher level than on their own.” (Rose et al, 2003 p.42)

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The theory of scaffolding & teaching Vygotsky’s (1978) socio-cultural theory

primarily based on childhood learning - Teaching should provide children with learning experiences within their ZPD

Teachers assist children as necessary by supporting their active position in learning and then removing such scaffolding as it becomes unnecessary.

More independence & autonomy ⇒ scaffolding withdrawn

→This enables the nurturing of self-regulated learning in such processes (Verenikina, 2004).

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Self-regulated learning “an active, constructive process whereby learners set goals for their learning and then attempt to monitor, regulate and control their cognition, motivation, and behavior, guided and constrained by their goals and the contextual features in the environment.” (Pintrich, 2000:453)

→How can we foster such aspects of self-regulation in learning, and at the same time, enable them to improve their learning outcomes in a foreign language course?

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Student-centred scaffolded curriculum Assumption that students would practice and

exercise their self-regulation in learning

Reality → we see some disorientated students frustrated or overwhelmed during activities

→The need for mapping out well-structured student-centred activities with the gradual transfer of responsibility from teacher to student

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Promoting deep learning through a scaffolded language curriculum (SLC) A surface approach→ involves an intention to

reproduce the material to be learnt, using reproductive strategies, such as rote learning techniques with little attempt to integrate information.

A deep approach→ striving for improved understanding by applying and comparing ideas with an intention to understand the material to be learnt, using such strategies as reading widely and relating parts to a whole.

(Lizzio, Wilson & Simons, 2002)

→ How can we encourage students to engage in deep learning?

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Background for the SLC Diverse student cohort in Advanced Japanese

- 3rd year students - completing a non-Arts degree or a Diploma in Languages and, - from a variety of disciplines/Faculties across the University (e.g. Engineering, Computer Science,

Science, Health Sciences, Psychology, International Studies, Media, Business, Economics & Finance, Education, Law).

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A general perception of studying Advanced Japanese… …was mostly about developing their advanced language skills, i.e., the students saw learning Japanese language-specific skills as their learning ‘goal’.

→How can we help students see the knowledge of a foreign language as a learning tool, not just as a learning goal in its own right?

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The control wedge model of curriculum design (Adapted from Cadman & Grey,

2000, p.24）

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Teacher directed learning activity & value judgement

Learner directed & assessed learning

Course length

Course content

Requisite characteristics of scaffolding • Scaffolding presents a learner-centred gradual shift of control from teacher to student (Cadman & Grey, 2000)

• Scaffolded tasks utilise and build upon students’ existing skills.

• The tasks embedded within the SLC are authentic and immediately relevant to the students’ own realities

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Task 1: Society

NEET, parasite single, working poor, aging population, old age care, homelessness Task 2: Education

school refusal, bullying & suicide, childhood depression, classroom collapse

Task 3: Women

abortion, baby post, Japanese single mothers, parenting leave, working women & child care

Task 4: Other topics

child abuse, Internet dependency, working to death, death penalty, whaling, recycling, etc.

List of Topics for Research Project

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Quantitative data collection & analyses Participants 2005 n=15 (No Scaffolding) 2006 n=15 (Horizontal Scaffolding only) 2007 n=15 (Full Scaffolding)

Student Experience of Learning and Teaching (SELT) at the end of the course, using a 7-point Likert scale

15 statement questions (Q1-Q15) and two open-ended questions (Q16 & Q17).

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SELT feedback comments •  We are able to use Japanese language in a variety of areas and

“real life” situations. •  The translation tasks and computer lab time – it is good for

learning how to read papers & web pages, etc. •  Broad topics → very applicable to University courses •  Learning about different aspects of Japanese society is very

interesting – current issues especially translation articles is challenging, but rewarding.

•  Demanded learning of you every week to keep you on the ball. •  Translating tasks, even though I don’t like them that much, I got

to know so much general knowledge and words through it. •  The translation tasks gave me a great opportunity to learn

vocabulary of a topic I would otherwise not have learned and the assessment on it consolidated that knowledge.

•  Lots of freedom to do what interests us •  Enjoyed independent learning aspects, e.g. time in the computer

lab for investigation of topics. •  Individual/independent work is pushed through the research

paper which is good. •  Learn lots of new skills – research skills (in Japanese). •  It makes me want to continue learning Japanese. •  Study of issues in society helps to build vocabulary and grammar

skills in a unique way. Fun and enjoyable. I want to do more.

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Transferable skills •  “I have used…the fundamentals of the

research skills I learned in my Japanese course in numerous occasions during my Engineering studies…the most important thing to come from my [Advanced Japanese] study…is the confidence and enthusiasm that I have gained”.

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Possible application of this scaffolded approach in other language areas

The idea of scaffolding can be applied to other language teaching scenarios.

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References Cadman, K. & Grey, M. (2000). ‘The ‘Action Teaching’ model of

curriculum design: EAP students managing their own learning in an academic conference course’. EA Journal. Vol. 18, no. 2, pp. 21-36.

Enomoto, K. (In Press). ‘Fostering High Quality Learning through a Scaffolded Curriculum’.  In C. Nygaard, C. Holtham & N. Courtney (eds.) Beyond Transmission: Innovations in University Teaching. Oxfordshire: Libri Publishing.

Lizzio, A., Wilson, K.L. & Simons, R. (2002). ‘University students’ perceptions of the learning environment and academic outcomes: Implications for theory and practice’. Studies in Higher Education. 27/1:27-52.

Pintrich, P.R. (2000). ‘The role of goal orientation in self-regulated learning’. In M.Boekaerts, P.R.Pintrich, & M.Zeidner (Eds.) Handbook of Self-regulation (pp. 451-502). San Diego: Academic Press.

Rose, D., Lui-Chiviizhe, L. & Smith, A. (2003). ‘Scaffolding academic reading and writing at the Koori Centre’. Australian Journal of Indigenous Education. Vol 32, pp. 41-49.

Verenikina, I. (2004). What does the metaphor of scaffolding mean to educators today? Outlines, No. 2, pp. 5-15.

Vygotsky, L. (1978). Mind in Society – Development of higher psychological processes. Cambridge, MA: Harvard University Press.

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