teacher professional development in languages tpdl · teacher professional development in languages...

Teacher Professional

Development in Languages TPDL

COURSE HANDBOOK Semester 2 2010

EDPROFST 360 Class # 37802. Teaching Languages in Schools

School of Arts, Languages and Literacies Te Kura o ngã Matatini o ngã Reo me nga Toi

2010

CONTENTS

Purpose Statement.............................................................................................3

Learning Outcomes ............................................................................................3

Content .................................................................................................................3

Time Table ...........................................................................................................5

Assessment Requirements ...............................................................................7

Assessment Task 1 Curriculum Test ........................................................7

Assessment Task 2 Reading Log.............................................................7

Assessment Task 3 Learning Inquiry Task ..............................................7

Referen©itce Help with academic referencing ..............................................7

Texts and Resources .........................................................................................8

Course Coordinator: Dr Martin East Office: N 502A Phone Number: (09) 623 8899 Extension Email: [email protected] Course Lecturer: Silvia Insley MA; M.Ed(Hons); PGDip SLT; Dip Tchg (Sec) Office: E9 Phone Number: (09) 623 8899 Extension 83916 Email: [email protected] Silvia is your first point of contact if you have any questions or concerns about the course.

TPDL Programme 2010 2

EDPROFST 360 Class # 37802 Teaching Languages in Schools

Points 15 Purpose Statement Students who have a working knowledge of a second language will study and apply strategies for classroom teaching of second languages in schools. Following critical reflection on different teaching models used in schools, students will prepare teaching materials, plan class lessons and apply information and communication technology in teaching and learning second languages. Restrictions ACE 920.704, EDUC 318 Learning Outcomes At the completion of this course, it is intended that students will be able to:

1. Apply knowledge of the structure and use of the learning languages generic curriculum and individual language curriculum documents for effective oral, written, visual and intercultural communication in and for a variety of settings and purposes.

2. Examine theories and research findings about how languages are acquired,

maintained and lost.

3. Apply pedagogical content knowledge, skills and strategies in planning, teaching, resourcing and assessing in order to enhance the achievement of diverse learners in learning languages.

Content Theoretical perspectives in languages education

theoretical perspectives, politics and philosophical underpinnings of languages teaching and learning approaches, including Maori and Pasifika perspectives, indigenous and migrant rationales of why learning of languages is important, links with literacy development

research on best practice in teaching and learning languages in Aotearoa New Zealand

research on the future of languages and languages education in Aotearoa New Zealand

- the dynamic nature of languages in Aotearoa New Zealand: possibilities and challenges

- the dynamic nature of the potential student groups in languages learning in Aotearoa New Zealand


Planning, teaching and assessment to maximise learner success in learning languages

Using The New Zealand Curriculum and other relevant resources including ICT in planning learning outcomes, and aligning these to learning tasks and formative assessment practices to meet the learning needs of diverse learners

Resource selection and preparation to meet learning outcomes for the diverse strengths, needs and interests of languages learners

Teaching methodologies to develop learners’ language, cultural / intercultural and communication skills in learning languages, including bilingual and immersion language learning contexts

Strategies for student engagement, motivation and participation and managing an effective learning environment


Time Table

Dates: EDPROFST 360

Teaching Languages in Schools Professional readings

Days 1 & 2

Best practice in teaching and learning languages in Aotearoa New Zealand Theoretical perspectives, political and philosophical underpinnings of languages teaching and learning approaches, including Maori and Pasifika perspectives, indigenous and migrant rationales of why learning of languages is important,

TL generic Curriculum terms and definitions Exploration of curriculum documents. TBL resources presented, practised and discussed – links with literacy development.

Reading 1: Ministry of Education: General Principles for Successful Instructed Learning In: Instructed second language acquisition: A literature review. (Section C, pp. 33 – 42) Wellington (NZ): MoE (Prescribed reading, Assessment Task 1) Reading 2: Ministry oif Education (2007) Learning Languages. In: The New Zealand Curriculum (pp. 24 – 25) & Effective Pedagogy In The New Zealand Curriculum (pp. 34 – 36); The School Curriculum: Design and Review In: The New Zealand Curriculum (pp. 37-42). Wellington (NZ): Learning Media (Prescribed reading, Assessment Task 1) Reading 3: MoE. (2002). Learning languages: A Guide for New Zealand schools. Wellington: Learning Media (pp. 8 – 13; pp. 49 – 52; pp. 63 - 64) (Prescribed reading, Assessment Task 1)

Reading 4: Willis, J. (2007) Task-Based Learning: What Kind of Adventure? The Language Teacher Online, (22.07) (Prescribed reading, Assessment Task 2, Reading Log #1. Due: Day 1)

Reading 5 Willis, J. (1996). Aspects of Tasks. In A Framework for Task-based learning (Chapter 2, including Appendix A, Six types of task). Essex: Addison Wesley Longman Ltd

Reading 6: Taumoefolau, M., Starks, D., Bell, A. & Davis, K. (2004). The role of SLA theory and practice in Pasifika language maintenance in NZ. In: Language Acquisition Research, pp. 41 – 55.. Wellington (NZ): Ministry of Education

Reading 7: Spence, G (2004) The practice of policy in NZ. Current Issues in Language Planning (with particular reference to: pp. 395 – 406). Vol 5, No. 4. Pp. 389 – 406 www.tki.org.nz/e/community/language


Days 3 & 4

Using The New Zealand Curriculum and other relevant resources including ICT in planning learning outcomes, and aligning these to learning tasks and formative assessment practices to meet the learning needs of diverse learners Planning using the NZC and LL resources Interactive tasks and analysis for receptive and productive skills Planning lessons and units of work using a task-based approach. TBL resources presented, practised and discussed – links with literacy development.

Reading 8: Ministry of Education: Classroom-based research into language teaching and learning. In: Instructed second language acquisition: A literature review. (Section B, pp. 22 – 32) Wellington (NZ): MoE (Prescribed reading, Assessment Task 2, Reading Log #2. Due: Day 3) Reading 9: Hunia, F. (1998). Promoting Maori Language through interactive reading tasks. Set Two, Number 7. Copyright: NZCER and ACER. (pp. 18 – 22) Reading 10: Burgess, F.A. (2004) Expansion of meaning during book experiences in two A’oga Amata. In: Language Acquisition Research. Wellington (NZ): Ministry of Education Reading 11: Tomlinson, B. (2000). Polemic: Beginning to read forever. Reading in a Foreign Language, 13(1), 523-38 Reading 12: Liddicoat, A. (2001). Static and Dynamic Views. The New Zealand Language Teacher. Volume 27 Wellington: NZALT Inc. (pp. 16 – 22). (Prescribed reading, Assessment Task 2, Reading Log #3. Due: Day 3)

Days 5 & 6

Assesment Task 1: Curriculum and Planning Test Catering for diversity Assessment in LL Planning for success Collecting evidence of student learning gains Reporting on progress The Intercultural Dimension Focus on form A historical overview of methods and approaches to LL

Reading 13: Pavy, S. (2006). Boys Learning Languages. The New Zealand Language Teacher. Volume 32. (pp. 16 – 22. Wellington: NZALT Inc Reading 14: Alton-Lee,.A. (2003). Quality teaching for diverse students: Best evidence synthesis. Executive Summary. Wellington, N.Z.: Ministry of Education, Medium Term Strategy Policy Division. Retrieved from Education Counts Homepage 23rd January 2009. http://educationcounts.edcentre.govt.nz/publications/curriculum/bes-qua-tea-diverse.html Reading 15: Clarke, S., Timperley, H. & Hattie, J. (2003) Feedback. In Unlocking formative Assessment: Practical strategies for enhancing students’ learning in the primary and intermediate classroom (Chapter 4) . New Zealand Edition. Auckland: Hodder Moa Beckett. Reading 16: Lightbown, P., & Spada, N. (2003). Theoretical Approaches to Explaining Second Language Learning. In How Languages are Learned. Oxford: OUP (pp.31 – 47) Reading 17 Judd, E., Tan, L. & Walberg, H. (2001). Teaching Additional languages. Education Practices Series no.6 http://www.tki.org.nz/e/search/ Reading 18: Ministry of Education: Pedagogical approaches and general theories of language learning. In: Instructed second language acquisition: A literature review. (Section A, pp. 3 – 8) Wellington (NZ): MoE (Prescribed reading, Assessment Task 2, Reading Log #4. Due: Day 5)


Day 7 Learning Inquiry Task presentations.

Hand in of written Learning Inquiry.

Reading Log #5. Due: Day 7.

Days 8 TBLT planning and resources presented, practised and discussed – links with literacy development.

Assessment Requirements Assessment Task 1 Curriculum Test 20% Demonstrate knowledge of the principles and philosophical underpinnings of Learning Languages (NZ Curriculum 2007) and application to planning and assessment LO 1 Assessment Task 2 Reading Log 40% Demonstrate knowledge, understanding and application to practice of five readings from the Professional readings listed in the Timetable. Maximum 500 words per reading log. LOs 1 & 2 Assessment Task 3 Learning Inquiry Task 40% Report the findings from your learning inquiry task. LOs 1,2 & 3 Referen©itce Help with academic referencing Acknowledgement of sources is an important aspect of academic writing. The University’s Referen©ite website www.cite.auckland.ac.nz provides students with a one-stop online resource for academic referencing needs. Referen©ite explains the essentials of referencing and how to avoid plagiarism. It also includes practical tools to help students reference correctly, use references effectively in writing, and gives fast access to some major reference formats with examples.


Texts and Resources The professional readings listed in the Timetable support the content of EDPROFST 360. Required texts and resources Ministry of Education: Instructed second language acquisition: A literature review. Wellington (NZ): MoE The New Zealand Curriculum (2007) Recommended additional texts and resources Ellis, R. (2000). What Makes for Successful Second Language Learning? The New Zealand Language Teacher. Volume 26. (pp. 37 – 48). Wellington: NZALT Inc. Mangubhai, F. Dashwood, A & Howard, B. (2000). Sometimes I Can’t Help Myself: Communicative Language Teaching in the Primary Classroom The New Zealand Language Teacher. Volume 26. (pp. 20 – 28). Wellington: NZALT Inc. May, S., Hill, R. & Tiakiwai, S. (2004). Bilingual/immersion education: indicators of good practice: final

report to the Ministry of Education. Wellington: Ministry of Education. Nation, I.S.P. (1999). Learning vocabulary in another language. Wellington: English Language

Occasional Publication No. 19: VUW. Rinvolucri, M. (1984). Introduction, Feelings about grammar. In Grammar Games (pp. 1 – 8). Cambridge: Cambridge University Press. Sharpe, K. & Driscoll, P. (2000). At what age should foreign language learning begin? In K. Field (Ed.). Issues in Modern Language Teaching. London: Routledge Falmer (pp. 72 – 86) Thornbury, S. (1999). Why teach grammar? In How to Teach Grammar (Chapter 2, pp. 14 – 28). Harlow: Pearson Education Limited. Thornbury, S. (2002). How words are learned. In How to Teach Vocabulary (Chapter 2, pp. 13 – 31). Harlow: Pearson Education Limited Tomlinson, B. (2000). Beginning to Read Forever: a position paper. Reading in a Foreign Language. 13,1 pp. 523 – 538. Websites tki – Learning Languages Ministry of Education. Learning Languages. http://www.tki.org.nz/e/community/language/


Course evaluations Courses and lecturers in the School of Arts, Languages and Literacies are formally evaluated on a three year cycle. In addition to an endpoint evaluation academic staff welcome feedback on your learning experiences. Talk to them directly if you have a comment, concern, or praise – lecturers value your opinion about the ways in which the course assists your learning. They also like to have the opportunity to deal with concerns or confusions. What happens to your feedback? All student feedback received through course evaluations will be carefully analysed and considered. Of course, not every comment or suggestion can be acted upon. Resource constraints can, for example, be a significant obstacle. Evaluations of courses, teaching and tutoring are looked at by both lecturers and their Academic Head. Adjustments in a course or teaching may be made whilst the course is being taught, or the next time the course is offered. Student responses to University-wide surveys are discussed in detail in University committees and are also considered where appropriate by managers of services and facilities. Reports on the results of University-wide surveys are posted on the ‘current students’ section of the University website.


STUDENT SURNAME:_____________________

School of Arts,

Languages and Literacies

Course Number: Assignment

Number:

Student’s Name:

I.D. Number

Course Lecturer:

Due Date:

Please read and sign the following:

Student Declaration 1. I have read the University’s Guidelines: Conduct of Coursework

and the Use of Third Party Assistance in Undergraduate and Postgraduate Coursework: guidelines for Students (accessible at www.auckland.ac.nz/academic_honesty ). I understand what these documents say about cheating, plagiarism, group/team work and study, and getting help from other people in writing an assignment.

2. I declare that this work is my own work and reflects my own learning. I have acknowledged all sources where I have used or referred to someone else’s work and/or ideas.

3. I have not submitted this work, in whole or in part, for credit in any other course.

4. I understand that this work may be reviewed against electronic source material using computerised detection mechanisms and I agree that, upon reasonable request, I will provide an electronic copy of my work for review.

Student's Signature:__________________________Date:__________ Note: All assignments must be posted in the School of Arts, Languages & Literacies posting box on the due date. The School takes no responsibility for lost assignments.

It is strongly suggested that students take a photocopy or save any work submitted for assessment.

CO

VER

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EET

Office only:


STUDENT SURNAME:_____________________

School of Arts,



Number:

Student’s Name:

I.D. Number

Course Lecturer:

Due Date:









CO

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Office only:


2010

Example of Reading Log Template Name of author and reading referenced in APA style Tomlinson, B. (2000). Beginning to Read Forever: a position paper. Reading in a Foreign Language. 13,1 pp. 523 – 538. Issues Author’s perspective Own perspective (agree / disagree with

reasons and examples from own experience)

Practical application to teaching.

Reading in L2 Learners read differently in L1 and L2. Tomlinson lists goals & strategies involved in experiential reading & studial reading.

L2 learners are not encouraged to read in the TL, even though research shows that reading is a good source of TL input outside the classroom. Proficient L1 readers read ‘experientially’. They give conscious effort and attention (studial reading) when required, eg, in instructions, and read holistically (for gist) at other times. Research shows that L2 learners tend to read only analytically or ‘studially’. This puts language learners off reading in TL. Experiential reading goals: comprehension connection of parts of text to the whole & of reader’s prior experiences to text evaluation response Strategies used in experiential reading are: decoding; visualising

I have found reading a very good source of L2 input in my own language learning. From my experience as an L2 leaner, if I tolerate ambiguity, eventually I understand, or maybe I just need to look up the meaning of 1-2 crucial words. I agree with Tomlinson’s analysis: my students who said they couldn’t read in English were those who read in a studial way. By reading word by word they lost any sense of the text.

Have appropriate language level readers (comprehensible input level) available for L2 learners Reassure learners that they need to: tolerate ambiguity read in paragraph or sentence chunks develop experiential reading goals & skills in L2 reading. Discuss L2 reading goals and strategies. Explicitly encourage speed reading techniques. Give dedicated reading time and have learners keep a chart of their reading speed. Give some comprehension questions after reading to see how much they understood when reading experientially. Start an L2 reading programme.


2010

Tomlinson recommends a beginning reading programme for L2 learners

using inner voice inferencing hypothesising persisting. Goals of studial reading: pay conscious attention only to aspects of the text that have not been understood tolerate ambiguity develop self management , using LS &T & thinking KCs Programme needs to ensure that students: have substantial vocabulary in L2 read and listen to texts at the same time are shown any new words in listening text are encouraged to read extensively (for overall gist) are given tasks so that they interact with the text (including further development of ideas)

Nation (1999) emphasises the need for a substantial vocabulary in L2, and that students should not read any text containing more than 5% unknown words. I think this would be an effective way to increase TL input and implicit meaning.

Emphasise literacy skills in TL classes Find suitable texts with CDs Set up listening areas in the classroom Develop tasks that involve interaction with the text – eg, reading cards (See Hunia 1998).


Marking Schedule: Assessment Task 1 – Curriculum Test Mark & Grade

Descriptor Comments

A+: 20 - 19 A: 18 A-: 17

All of the following present Answers correct. Answers show clear understanding of and ability to apply Learning Languages in the New Zealand Curriculum, 2007 and the pedagogical principles which underpin the curriculum.

B +: 16 B: 15 B-: 14

Most of the following present Answers correct. Answers show understanding of and ability to apply Learning Languages in the New Zealand Curriculum, 2007 and the pedagogical principles which underpin the curriculum.

C+: 13 C: 12, 11 C-: 10

Most of the following present to some extent Answers correct. Answers show understanding of and ability to apply Learning Languages in the New Zealand Curriculum, 2007 and the pedagogical principles which underpin the curriculum.

D+: 9 - 6 D: 5 - 3 D- 2 - 0

Some - none of the following present Some answers may / may not be correct. Some answers may / may not show understanding of and ability to apply: Learning Languages in the New Zealand Curriculum, 2007 and the pedagogical principles which underpin the curriculum.


Marking Schedule: Assessment Task 2 – Reading Log Name:_____________________ Reading Log #________

READING Log Criteria Mark Reading referenced in APA style 1 0 The issue the author discusses is clearly and succinctly and accurately summarised 2 1 0 Your own reflections about the issue are summarised 2 1 0 What the author’s findings mean for your classroom practice is specifically addressed with examples of what you could do in the classroom 3 2 1 0 TOTAL / 8 Feedback / feedforward


Assessment Task 2: Inquiry Learning Presentation Marking Schedule (40 marks) Name: ______________________________________________ Language:____________ Learning Inquiry Question:________________________________________________________________

Not evident 0

Evident 1

Explanation 2

Clear explanation /discussion 3

Clear explanation, discussion justification 4

Comments

Question Question stated Question clearly stated

Focused question clearly stated

Focused question clearly explained

Rationale not stated Rationale stated Rationale clearly explained

Rationale clearly explained & discussed

Rationale clearly explained, discussed & justified

Intervention not stated Intervention stated Intervention stated clearly with some explanation

Intervention clearly explained & discussed

Intervention clearly explained and justified

Raw data not included Raw Data referred to and included in Appendix

Raw Data clearly referred to and included in Appendix

Ras Data explained & discussed & included in Appendix

Raw Data clearly explained, discussed & included in Appendix

Data not summarized Data summarized Data summarized clearly

Data summarized clearly & explained

Data summarized and explained clearly

Data not analysed Some analysis of data

Data analysed clearly Data analysis clearly explained

Data analysis clearly explained & discussed

Conclusions not stated Conclusions stated Mostly valid conclusions stated clearly

Valid conclusions discussed

Valid conclusions clearly discussed with reference to literature

Constraints not stated Constraints mentioned

Constraints discussed Relevant and appropriate constraints discussed

Relevant and appropriate constraints discussed and accurately explained

Next steps not stated Next steps mentioned

Next steps clearly identified

Next steps identified & planned for

Next steps identified, justified & planned for.

No research referred to Research referred to

Relevant research appropriately referred to

Relevant research base clearly and appropriately referred to

Relevant research base appropriately woven into presentation


Assessment Task 2: Inquiry Learning Presentation Marking Schedule (40 marks) Name: ________________________ Language:_________________________________ Learning Inquiry Question:________________________________________________________________ Feedback and feed forward


Addendum for mind map reading log: Toemoefolau, T ., Starks, D., Bell, A. & Davis, K. (2004). The role of Second Language Acquisition Theory & Practice in Pasifika Language Maintenance in New Zealand. Language Acquisition Research. pp. 41 – 54. Wellington: Ministry of Education SLA literature? Subtractive bilingualism: Some researchers advise against learning two languages at the same time and warn that one will displace the other to the detriment of one of the languages – often the home language. For this reason they advocate learning one language well first.


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