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Talking foreign language study into being
Talking foreign language study into being
Talking foreign language study into being
Talking foreign language study into being
Talking foreign language study into being
Talking foreign language study into being
Talking foreign language study into being
Talking foreign language study into being
Talking foreign language study into being
Talking foreign language study into being
Talking foreign language study into being
Talking foreign language study into being
Talking foreign language study into being
Talking foreign language study into being
Talking foreign language study into being
Talking foreign language study into being
Talking foreign language study into being
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Talking foreign language study into being

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Talking foreign language study into being: a case study of pedagogical interaction in a Year 8 French classroom Presentation given by Signe Ernist at AFMLTA conference Sydney 2009

Talking foreign language study into being: a case study of pedagogical interaction in a Year 8 French classroom Presentation given by Signe Ernist at AFMLTA conference Sydney 2009

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  • 1. Macquarie University
    Department of Education
    ‘Talking foreign language study into being’:pedagogical interaction in a Year 8 French language classroom
    by
    Signe Ernist
    10 July 2009
  • 2. Overview of the Presentation
    About me, the presenter (Introduction)
    Why I am doing it (Rationale)
    What is my research about (Topic and aims)
    What have others said (Previous research)
    How I am doing it (Theory and Methodology)
    What I am working on at present
    10 July 2009
    Signe Ernist Macquarie University
    2
  • 3. About me, the presenter: Introduction
    Philologist (philo+ logos)
    Estonia, University of Tartu
    Teaching French and other languages (K-uni)
    In Australia since 2004
    Dip Ed in Macquarie University 2007
    PhD in MQ and French/ESL in KHHS
    10 July 2009
    Signe Ernist Macquarie University
    3
  • 4. Why I am doing it: Rationale
    Languages teaching in Estonia
    Humanist socio-cultural view (Heidegger, Vygotsky)
    Second language acquisition in educational context should be continuous and meaningful (Clyne, Lo Bianco, Liddicoat)
    Languages teaching in Australia: crisis (Clyne)
    Solution offered by experts: introduction of compulsory language study throughout (at least) the secondary schooling years = uphill battle
    Present state of affairs in NSW government schools: how to make the most of it
    Signe Ernist Macquarie University
    4
    10 July 2009
  • 5. What is my research about: Topic
    Students tend to drop languages study in Year 9 after completing the 100 compulsory hours (NSW) 
    Subject selection: decisions depend on experiences in Year 8 
    Classroom interaction: communication between teacher and students / students and students influencing the decision to continue languages study in Year 9 
    Signe Ernist Macquarie University
    5
    10 July 2009
  • 6. Topic
    • How is classroom talk used by teacher and students to create the commonly understood learning
    • 7. How does classroom talk influence students decision to continue or discontinue languages study in Year 9
    how? (pragmatics) instead of what?
    10 July 2009
    Signe Ernist Macquarie University
    6
  • 8. What I want to achieve: Aims
    Greater awareness on how classroom talk influences student selection of French as an elective subject in the transition from Year 8 to Year 9
    Insights on the effective use of classroom talk in Year 8 language classroom with an aim to engage learners to continue language study throughout high school
    10 July 2009
    Signe Ernist Macquarie University
    7
  • 9. What have others said: Previous research
    Language policies
    Lo Bianco: National Policy on Languages (1987)
    Australian Languages and Literacy Policy (1991)
    NALSAS Strategy Plan (1994)
    The School Languages Programme 2005-2008
    Language learning and teaching in NSW
    No policy
    100 mandatory hours (Board of Studies NSW)
    Signe Ernist Macquarie University
    8
    10 July 2009
  • 10. What have others said: Previous research
    Research – main concerns
    Clyne
    Liddicoat
    Lo Bianco
    Signe Ernist Macquarie University
    9
    10 July 2009
  • 11. What have others said: Previous research
    Factors influencing subject selection
    Macro level - policy
    Micro level – teacher/student dependent
     Are these factors addressed in classroom talk? How are they treated? How does this influence subject selection?
    10 July 2009
    Signe Ernist Macquarie University
    10
  • 12. How I am doing it: theory and methodology
    Ethnomethodology
    researches the ways in which people interact to create social orderliness through mundane everyday practices (Garfinkel, 1967; Heritage, 1984; Freebody, 2003)
    Conversation Analysis
    most conducive inquiry method for investigating the interactional organisation of language classrooms in order to develop an understanding of how the pedagogical intentions are implemented (Seedhouse, 2005)
    Signe Ernist Macquarie University
    11
    10 July 2009
  • 13. Conversation Analysis (CA)
    • CA: how the use of language in interaction allows members of society to create their commonly understood existence (Seedhouse, 2004)
    • 14. Talk in interaction is systematically organised, deeply ordered and methodic (Harvey Sacks)
    10 July 2009
    Signe Ernist Macquarie University
    12
  • 15. Conversation Analysis (CA)
    Principles:
    Interaction has order at all points
    Interaction is context-shaped and context-renewing
    Order of details is paramount
    Analysis is data driven
    10 July 2009
    Signe Ernist Macquarie University
    13
  • 16. Conversation Analysis (CA)
    Analysis:
    Adjacency pairs (paired utterances)
    Preference organisation
    Turn taking
    Repair
    10 July 2009
    Signe Ernist Macquarie University
    14
  • 17. What I am working on at present
    Institutional talk  goal (Seedhouse, 2004)
    Asymmetries of participation and know-how
    Genuine communication ≠ communicative approach
    CA as a useful tool for both researchers and teachers in classroom interaction
    Possible mismatch between task-as-workplan and task-in-process (Seedhouse, 2004)
    Pedagogically undesirable negative evaluation creating problems on interactional level
    Signe Ernist Macquarie University
    15
    10 July 2009
  • 18. "Those who know no foreign language know nothing of their mother tongue.“Goethe
    Signe Ernist Macquarie University
    16
    10 July 2009
  • 19. 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.
    10 July 2009
    Signe Ernist Macquarie University
    17

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