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Uitdagingen voor de docenten moderne talen slideshare

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presentatie gehouden op 24 november 2011 in Utrecht

presentatie gehouden op 24 november 2011 in Utrecht

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  • 1. Uitdagingen voor de docenten Moderne Talen in de volwassen educatie Kristi Jauregi Universiteit UtrechtCoutinho / Levende Talen
  • 2. Schema1. Maatschappij2. Onderwijs breed3. Taalonderwijs – Context (NT2 /MVT) – Voorwaarden voor taalverwerving – Grammatica – Interactie – Interculturele communicatie – Web 2.0
  • 3. 1. Maatschappij Globalisatie
  • 4. Dynamisch SnelLifelong learning
  • 5. Creativiteit Kofino
  • 6. NetwerkenSamenwerking
  • 7. Verbonden Kofino Kofino
  • 8. Social media
  • 9. Belang vancommunicatie & talen Kofino
  • 10. Cross-culturele communicatieMeertaligheid: Interculturele 1+2 competentie Sociale cohesie
  • 11. Kofino
  • 12. Internet gebruik in Nederland
  • 13. Waar gebruik je internet voor?
  • 14. 2. OnderwijsTop down Docent Formeel onderwijs
  • 15. 80 % van kennis en vaardigheden wordt opgedaan via: informeel leren
  • 16. Studenten Kofino
  • 17. Onderwijs: leer en student gericht Kofino
  • 18. Kofino
  • 19. Stimuleer de creativiteit!
  • 20. Stimuleer de samenwerking Kofino
  • 21. Verandering in leertheorieënCognitivisme Sociaal constructivisme• Kennis wordt • Kennis als betekenis die verworven, wordt geconstrueerd opeengestapeld via taken• Leren: individueel • Leren van en met gebeuren anderen
  • 22. De vaardige docent van de 21ste eeuw • Is vertrouwd met gebruik computers • Is creatief • Is kritisch • Zoekt uitdagingen • Is constructief • Is verbonden (connected)
  • 23. 3. Moderne talen onderwijs: contextVerschillen NT2 / MTO?• Doelgroep• Behoeftes / Doelen• Toegang tot T2/VT input en interactie• Methodologie
  • 24. Taalonderwijs: vorwaarden en principes1. Blootstelling aan begrijpelijk, gevarieerd en rijke input (i+1, Krashen, 1982, 1985).2. Mogelijkheden om (pushed) output (Swain, 1985) te produceren, die begrijpelijk, correct en adequaat is in de gesprekscontext (Lantolf, 2006).3. Interactie in de doeltaal stimuleren in een sociale en authentieke context (Lantolf, 2006; Kasper, 2001). In dit proces staat negotiation of meaning (Long, 1996) centraal.4. In een betekenis georiënteerde onderwijsperspectief, moeten er momenten zijn om aandacht te schenken aan formele taalelementen: focus of form (Doughty & Willis, 1998; Long, 1996).5. Het gebruik van strategieën moet gestimuleerd worden (Oxford, 2010; Dörnyei et al 1997; Richards et al 2009).6. Focus op Interculturele Communicatie (Byram,1997; Kasper, 2001; Kramsch, 1993, 1998; Lo Bianco et al 1999; Müller-Jacquier, 2003).
  • 25. Interactie centraal in leerprocessen Taken Met expert leeftijdsgenoten
  • 26. Grammatica• Een van de subcompetenties binnen de communicatieve competentie
  • 27. LINGUISTIC COMPETENCES Functional competence COMMUNICATIVE LANGUAGE Discourse COMPETENCES competence Expressions Interaction of folk schemata wisdom Lexical(Common European GrammaticalFramework of Referencefor Languages: Learning, PhonologicalTeaching, Assessment ……. Semantic
  • 28. Grammatica• Onenigheid over welke methode de beste is (onderzoek/docenten/studenten)(Ellis, 2006): – Direct / indirect – Impliciet / Expliciet• Belangrijk om grammatica in de communicatieve context te behandelen (focus on form) (Swain; 1996; Doughty & William, 1998; Lightbown, 1998; Norris & Ortega, 2000; Ellis, 2002; Lyster,2004).• Lessituatie: veel variabelen (Kumaravadivelu, 2009)• Grammatica onderwijs: geen duidelijk beeld (Allwright, 1983)• Post method: Drama grammar (Even, 2011)
  • 29. Interculturele communicatie
  • 30. Sociale cohesie Wederzijds begrip(Byram, 1997; Zarate et al. 2004; Kramsch)
  • 31. Kofino
  • 32. Belang van Web 2.0 NIFLAR Project
  • 33. NIFLAR 2009-2011 Objectives:• Enrich• Innovate learning processes• Improve Make them more rewarding!!
  • 34. Blended learning Learner centeredness Telecollaboration ICC
  • 35. NIFLAR 2009-2011, Virtual environments: Video- communication Adobe connectVirtual worldsSecond Life Open Sim
  • 36. Experiences NIFLAR (2009-2011) • 22 pilot experiences have been carried out in video-communication and Second Life (OS), • Both with secondary and tertiary learners (A1-B2 / pre-service teachers) • 430 students have participated in cross- cultural sessions (1 to 1 / 1 to 2) (3 to 5 sessions per course once a week) • Developed criteria for effective tasks • 60 interaction tasks for Dutch, Portuguese, Russian and Spanish have been developed & tested. • Data gathered for research
  • 37. Voorbeeld videocommunicatie
  • 38. Voorbeeld virtuele werelden
  • 39. Research issues Is there an added value in implementing virtualinteraction through video-communication & virtualworlds in language teaching curricula? 1. What are foreign language learners’ experiences? 2. Is there any impact on motivation? 3. Is there any indication suggesting that learners learn more if they have the opportunity to engage in networked interaction with experts according to relevant tasks? 4. What happens during those cross-cultural interactions?
  • 40. Foreign language learners’ experiences: positive aspects“Step by step you learn to speak more easily in the target language without feeling any boundaries. It improves your talking skills” “We learned a lot of new words, known culture and lifestyle in the Netherlands. I have no fear of speaking” “I had an opportunity to talk with a native speaker which is not very frequent in the language course. We had also interesting tasks, so it was something different than a normal lesson” “Personally I think that the greatest thing is that we made new friends from the Netherlands so we can keep in touch and keep improving”
  • 41. Impact on motivation 5 Competence VC Average Answer 4 VC SL VC SL C C C C C VC C C SL VC VC VC SL 3 SL SL SL 2 1 2 3 4 5 6 7 Start interaction Week5 point Likert Spanishscale sessions
  • 42. Learning effect. Results. Interaction effect between condition and pre- and post-tests was found to be significant. In other words, the difference between pre- and post- test scores depends on the specific condition (F 2, 34 = 5.01; p = .012). 8.0 7.2 VW C SL 6.4 Score 5.6 VW C SL 4.8 4.0 Pre PostThe results show that the difference between pre- and post- oral tests depends on the specificcondition. Especially in the SL and VWC condition students show on average more progression thanin the control condition. Hence, both SL and VWC have an additive effect on students’ test scores.
  • 43. Interaction analysis• Learners exposed to very rich input (i+1; pragmatic adequacy).• Learners use language meaningfully (output hypothesis + ICC).• Varied sequences of negotiation of cultural and linguistic meaning emerge.• Authenticity of interaction.• Positive learning atmosphere. It is fun!• en España no hay muchas personas que van en Differences VC v. SL: EV bici / hora / un poco por / en las grandes ciudades empiezan a construir carriles bici para// – VC static, visual added value (gestures), EU1 ¿carriles? carriles bici es la vía por donde va la EV bicicleta porque Valencia es una gran ciudad more quantity of talk donde hay mucho / muchos coches / entonces ellos fabrican una pequeña vía especial – solamente para bicicletas SL dynamic, creative, unexpected L use EU1 okei EV está pintada en rojo y nosotros vamos / la linguistic focus, more silences bicicletas / es más seguro ir por carril bici / pero es muy nuevo / es el un concepto de hace cuatro o cinco años / normalmente los españoles cogen mucho el coche EU1 okei EV es una pena EU1 en Holanda hay muchos carriles bici
  • 44. Meer weten, doen?• NIFLAR: www.niflar.eu; www.niflar.ning.com• Euroversity: www.euroversity.ning.com / TILA• NL: 3DLes (de NIFLAR sims, Chatterdale, Parolay and …more GRID locations)• Utrecht Summerschool 2012 NIFLAR Comenius course: in Utrecht (week 32) & Valencia (week 42) SURF - OWD2011
  • 45. Hartelijk dank!
  • 46. • Byram, M. (1997). Teaching and Assessing Intercultural Communicative Competence. Clevedon: Multilingual Matters.• Dörnyei, Z.; Scott, M. (1997). "Communication strategies in a second language: definitions and taxonomies". Language Learning 47: 173–210.• Doughty, C. & Williams, J. (1998). Focus on form in classroom second language acquisition. Cambridge:C.U.P.• Ellis, R. (2002). The place of grammar instruction in second/foreign curriculum. In E. Hinkel & S. Fotos (eds.) New perspectives on grammar teaching in L2 learning. Mahway: Erlbaum. 00 17-34• Even, S. (2011). Drama Grammar: towards a performative postmethod peagogy. The Language Learning Journal, 39/3. 299-312.• Hinkel, E. (ed.) (2004). Culture in Second Language Teaching and Learning. Cambridge: Cambridge University Press.• Kramsch, C. (1993). Context and Culture in Language Teaching. Oxford: Oxford University Press• Kramsch, C. 1998. Language and culture. Oxford: O.U.P.• Kumaradivelu, B. (2009). Understanding Language Teaching. From method to postmethod.New York:Routledge.• Lantolf, J.P., & Thorne, S.L. (eds.) (2006). Sociocultural Theory and Second Language Learning. Oxford: Oxford University Press.• Lo Bianco et al (1999). Striving for the Third Place: Intercultural Competence through Language Education. Melbourne: Clearinghouse.• Long, M. (1996). The role of the linguistic environment in L2 acquisition. In Handbook of L2 acquisition, ed. W. Rirchie & T.K. Bhatia, 413-468. San Diego:• Müller-Jacquier, J. (2003). Linguistic awareness and cultures. In Jürgen (Ed.) Studien zur internationalen Internehmenskommunikation (pp. 20-49). Leipzig: Popp.• Richards, Jack C.; Schmidt, Richard, eds (2009). "Communication strategy". Longman Dictionary of Language Teaching and Applied Linguistics. New York: Longman.• Swain, M. (1985). Communicative competence. Some roles of comprehemsible input and comprehensible output in its development. In Input in second language acquisition, ed. S. Gass & C. Madden, 235-253. Rowley: Newbury.• Vygotsky, L.S. (1962). Thought and Language. Massachusetts: MIT Press.
  • 47. • http://www.youtube.com/watch?v=Fnh9q_cQcUE&feature=related (educ