• Save
Defragmenting foreign language learning 2013
Upcoming SlideShare
Loading in...5
×
 

Defragmenting foreign language learning 2013

on

  • 6,650 views

Abstract ...

Abstract

Presenting language in small fragments hoping that they will one day automatically transform into fluent near-native talk may not be enough. This talk will highlight ways in which skilled performers achieve excellence and focus on practical activities promoting holistic language learning using a variety of free online tools.



Rationale - Details of Talk

The standard practice of the Foreign Language classroom is to present language in fragments, smaller chunks, or grammar McNuggets, as Scott Thornbury recently called then in a blog post on his A-Z blog.

Teachers do so in the hope that these partial views of language will one be successfully synthesized to form a coherent whole in the learner's mind, hopefully resulting in fluent output.

Research and experience have proved this inadequate.

In this talk, I will be looking at the profiles of skilled performers, drawing analogies between what they do to achieve a polished and skillful performance and what this implies that foreign language learners ought to do in order to improve their productive skills – their performance skills, in other words, in the target language.

Suggestions for practical classroom activities will focus on holistic language practices involving

Sustained talk / long turns
Connected writing
Engaging learners in higher order thinking processes
involving technology which promotes holistic learning rather than iterative practice
motivating learners to acquire language through collaborative and meaningful projects using a variety of Web 2.0 tools.

Statistics

Views

Total Views
6,650
Views on SlideShare
2,125
Embed Views
4,525

Actions

Likes
7
Downloads
0
Comments
2

12 Embeds 4,525

http://marisaconstantinides.edublogs.org 3368
http://celtathens.com 704
http://celtathens.wordpress.com 380
http://tesolgreeceblog.org 31
https://twitter.com 22
http://www.yatedo.com 5
http://tweetedtimes.com 5
http://www.365dailyjournal.com 4
http://www.feedspot.com 3
http://131.253.14.98 1
http://72.30.186.176 1
https://www.linkedin.com 1
More...

Accessibility

Categories

Upload Details

Uploaded via as Microsoft PowerPoint

Usage Rights

CC Attribution-NonCommercial LicenseCC Attribution-NonCommercial License

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Processing…
Post Comment
Edit your comment
  • Introduce concept of defragmenting your hard drive – bits here and there – degragging your hard drive can make the system run faster and information accessed more quickly and efficiently
  • No, although it does focus on the meaning of the sentence and the words, learners do not have to understand language in context or freely produce it
  • No, although it does focus on the meaning of the sentence and the words, learners do not have to understand language in context or freely produce it
  • No, although it does focus on the meaning of the sentence and the words, learners do not have to understand language in context or freely produce it
  • No, although it does focus on the meaning of the sentence and the words, learners do not have to understand language in context or freely produce it
  • No, although it does focus on the meaning of the sentence and the words, learners do not have to understand language in context or freely produce it
  • No, although it does focus on the meaning of the sentence and the words, learners do not have to understand language in context or freely produce it
  • No, although it does focus on the meaning of the sentence and the words, learners do not have to understand language in context or freely produce it
  • No, although it does focus on the meaning of the sentence and the words, learners do not have to understand language in context or freely produce it
  • No, this is a word level exercise, motivating and very visual but focuses on fragments of language.
  • No, although it does focus on the meaning of the sentence and the words, learners do not have to understand language in context or freely produce it
  • No, although it does focus on the meaning of the sentence and the words, learners do not have to understand language in context or freely produce it

Defragmenting foreign language learning 2013 Defragmenting foreign language learning 2013 Presentation Transcript

  • Marisa ConstantinidesCELT Athens
  • Grammar “MacNuggets” vs Holistic Activities@Marisa Constantinides CELT Athens - info@celt.edu.gr / 2013 / www.celt.edu.gr/
  • Holistic or not? Find someone who… Picture Dominoes Match words and meanings Create a class survey Make a video for a dialogue in the coursebook@Marisa Constantinides CELT Athens - info@celt.edu.gr / 2013 / www.celt.edu.gr/
  • Pre-conditions for holistic activities No focus on specific language items Mobilize wider areas of language Task focused With a tangible end outcome@Marisa Constantinides CELT Athens - info@celt.edu.gr / 2013 / www.celt.edu.gr/
  • Language as Skill Skilled performer characteristicsSkilled performance is observable; analogies good for productive language skills
  • …appear fast but ……not rushed or hurried@Marisa Constantinides CELT Athens - info@celt.edu.gr / 2013 / www.celt.edu.gr/
  • …look confident@Marisa Constantinides CELT Athens - info@celt.edu.gr / 2013 / www.celt.edu.gr/
  • Skilled Performers……make their performancelook easy and smooth…
  • Skilled Performers… ..can deal with the unpredictable@Marisa Constantinides CELT Athens - info@celt.edu.gr / 2013 / www.celt.edu.gr/
  • …are aware of the effects of their performance on others@Marisa Constantinides CELT Athens - info@celt.edu.gr / 2013 / www.celt.edu.gr/
  • Skilled Performers… …can deal with problems in their own performance@Marisa Constantinides CELT Athens - info@celt.edu.gr / 2013 / www.celt.edu.gr/
  • • Fast confident • smooth • unrushed • can deal with the unpredictable • aware of effect • aware of faults • able to fix@Marisa Constantinides CELT Athens - info@celt.edu.gr / 2013 / www.celt.edu.gr/
  • • repetition • rehearsal • knowledge • awareness • confidence • flexibility@Marisa Constantinides CELT Athens - info@celt.edu.gr / 2013 / www.celt.edu.gr/
  • @Marisa Constantinides CELT Athens - info@celt.edu.gr / 2013 / www.celt.edu.gr/
  • A caution@Marisa Constantinides CELT Athens - info@celt.edu.gr / 2013 / www.celt.edu.gr/
  • Some Ideas for holistic activitiesDigital and non-digital too
  • Collaborative Stories http://storybird.com/books/my-friends-and-their-pets/ @Marisa Constantinides CELT Athens - info@celt.edu.gr / 2013 / www.celt.edu.gr/
  • Picture Karaoke Connect pics to make a story – 1 minute per picture@Marisa Constantinides CELT Athens - info@celt.edu.gr / 2013 / www.celt.edu.gr/
  • Picture Karaoke@Marisa Constantinides CELT Athens - info@celt.edu.gr / 2013 / www.celt.edu.gr/
  • @Marisa Constantinides CELT Athens - info@celt.edu.gr / 2013 / www.celt.edu.gr/
  • @Marisa Constantinides CELT Athens - info@celt.edu.gr / 2013 / www.celt.edu.gr/
  • @Marisa Constantinides CELT Athens - info@celt.edu.gr / 2013 / www.celt.edu.gr/
  • Holistic Speaking & Writing with Texts Before or in response to text@Marisa Constantinides CELT Athens - info@celt.edu.gr / 2013 / www.celt.edu.gr/
  • Ask as many questions as you can about this headline TV reporter speaks about speech problem at Grammys Your teacher will answer with a Yes or a NO Then watch the video @Marisa Constantinides CELT Athens - info@celt.edu.gr / 2013 / www.celt.edu.gr/
  • After you watch http://www.youtube.com/watch?v=i-6Vlqi4u20 Write the story! What do you think happened?@Marisa Constantinides CELT Athens - info@celt.edu.gr / 2013 / www.celt.edu.gr/
  • Publish your story Newspagper created at www.fodey.com@Marisa Constantinides CELT Athens - info@celt.edu.gr / 2013 / www.celt.edu.gr/
  • Now Read the article  http://www.huffingtonpost.com/2011/02/18/serene-branson-speaks-abo_n_824939.html@Marisa Constantinides CELT Athens - info@celt.edu.gr / 2013 / www.celt.edu.gr/
  • Expansion activities e.g. Ask as many questions as you can about this picture Then Then read the read the article on article on the next the next page page and and check for check for answers answers@Marisa Constantinides CELT Athens - info@celt.edu.gr / 2013 / www.celt.edu.gr/
  • You win a You win a point if the point if the text does text does NOT NOT answer the answer the question – question – you lose a you lose a point if it point if it DOES  DOES @Marisa Constantinides CELT Athens - info@celt.edu.gr / 2013 / www.celt.edu.gr/
  • Rewriting – adding new‘facts’ Students embellishing original text using an online synchronous tool www.primarypad.com @Marisa Constantinides CELT Athens - info@celt.edu.gr / 2013 / www.celt.edu.gr/
  • Music Videos Working With the Lyrics Before they hear the song or read lyrics Great for poetry, too – Ss write their own stanzas first, then read poem@Marisa Constantinides CELT Athens - info@celt.edu.gr / 2013 / www.celt.edu.gr/
  • • www.worldle.net• www.imagechef.com Use all the words and write some song lyrics (or the story in the song) @Marisa Constantinides CELT Athens - info@celt.edu.gr / 2013 / www.celt.edu.gr/
  •  You were my sunListen to You were my earth But you didnt know all the ways I loved you, no So you took a chancesong & And made other plans But I bet you didnt think that they would come crashing down, nocompare You dont have to say, what you did, I already know, I found out from him Now theres just no chance, for you and me, therell never beto own And dont it make you sad about it You told me you loved melyrics or Why did you leave me, all alone Now you tell me you need me When you call me, on the phonestory Girl I refuse, you must have me confused With some other guy Your bridges were burned, and now its your turn To cry, cry me a river Cry me a river-er Cry me a river Cry me a river-er, yea yea Song Cry me a River by Justin Timberlake @Marisa Constantinides CELT Athens - info@celt.edu.gr / 2013 / www.celt.edu.gr/
  • Improvise - SpeakingAnd then later may be writing
  • Story-Making Machines Places @Marisa Constantinides CELT Athens - info@celt.edu.gr / 2013 / www.celt.edu.gr/
  • People @Marisa Constantinides CELT Athens - info@celt.edu.gr / 2013 / www.celt.edu.gr/
  • Objects
  • Situations @Marisa Constantinides CELT Athens - info@celt.edu.gr / 2013 / www.celt.edu.gr/
  • Rory’s Story CubesRory’s Story Cubes Buy or make your own @Marisa Constantinides CELT Athens - info@celt.edu.gr / 2013 / www.celt.edu.gr/
  • The Brainstormer iPhone or iPad app @Marisa Constantinides CELT Athens - info@celt.edu.gr / 2013 / www.celt.edu.gr/
  • Animations – voiceovers- videos @Marisa Constantinides CELT Athens - info@celt.edu.gr / 2013 / www.celt.edu.gr/
  • Make a Truth or Bluff Video story Idea from http://www.bluffbust.com/@Marisa Constantinides CELT Athens - info@celt.edu.gr / 2013 / www.celt.edu.gr/
  • Xtranormal Click on link to watch animation made by Ss http://www.youtube.com/watch?v=whxgjY7vOus @Marisa Constantinides CELT Athens - info@celt.edu.gr / 2013 / www.celt.edu.gr/
  •  Bombay TV http://www.grapheine.com/bombaytv/movie-en-4072846d6bc97b41c3e99534761a02ca.html www.goanimate,com http:/goanimate4schools.com/public_index www.xtranormal.com Guess who I am video Made with iphone – ipad – pc camera @Marisa Constantinides CELT Athens - info@celt.edu.gr / 2013 / www.celt.edu.gr/
  • In Plain English Videos Zombies in Plain English Example Made with cutouts on a whiteboard
  • Check out http://www.voxopop.com/topic/01e47f24-f9c4-4681-8f0d-1dc164957624 @Marisa Constantinides CELT Athens - info@celt.edu.gr / 2013 / www.celt.edu.gr/
  • Guess & tell the story @Marisa Constantinides CELT Athens - info@celt.edu.gr / 2013 / www.celt.edu.gr/
  • Record your story on my VoiceThread https://voicethread.com/?#u487109.b1088943.i5822622 you may have to register to view my voicethread @Marisa Constantinides CELT Athens - info@celt.edu.gr / 2013 / www.celt.edu.gr/
  • Great storyBoard Can also be done online – compare with story in this post http://marisaconstantinides.edublogs.org/2010/10/27/animated-stories/#.U @Marisa Constantinides CELT Athens - info@celt.edu.gr / 2013 / www.celt.edu.gr/
  • VokisVokisChildrenRecord their ownVoices or typetext and hearit spoken http://www.voki.com/pickup.php?scid=1995505&height=267&width=200@Marisa Constantinides CELT Athens - info@celt.edu.gr / 2013 / www.celt.edu.gr/
  • Class Blogs@Marisa Constantinides CELT Athens - info@celt.edu.gr / 2013 / www.celt.edu.gr/
  • @Marisa Constantinides CELT Athens - info@celt.edu.gr / 2013 / www.celt.edu.gr/
  • @Marisa Constantinides CELT Athens - info@celt.edu.gr / 2013 / www.celt.edu.gr/
  • @Marisa Constantinides CELT Athens - info@celt.edu.gr / 2013 / www.celt.edu.gr/
  • @Marisa Constantinides CELT Athens - info@celt.edu.gr / 2013 / www.celt.edu.gr/
  • Higher vs Lower Order thinking@Marisa Constantinides CELT Athens - info@celt.edu.gr / 2013 / www.celt.edu.gr/
  • Bloom’s Revised Taxonomy of Educational Objectives Higher Order Thinking Skills Lower Order Thinking Skills@Marisa Constantinides CELT Athens - info@celt.edu.gr / 2013 / www.celt.edu.gr/
  • Bloom’s Revised Taxonomy of Educational ObjectivesHigher OrderThinking Skills Lower Order Thinking Skills @Marisa Constantinides CELT Athens - info@celt.edu.gr / 2013 / www.celt.edu.gr/
  • My email marisa.constantinides@gmail.comTwitter @Marisa_CMy Centre www.celt.edu.grMy Blog http://marisaconstantinides.edublogs.org/